THE IMPACT OF TEACHERS’ GENDER ON LANGUAGE LEARNINGOUTCOMES AT THE HIGHER SECONDARY LEVEL IN DISTRICTMANDI BAHAUDDIN

Abstract

The aim of this quantitative research is to assess the impact of teacher gender on language learning
proficiency among higher secondary students in District Mandi Bahauddin. A sample of 300 students,
divided equally by gender, exposed to male and female language teachers, completed teaching effectiveness
perception questionnaires and standardized language proficiency assessments tailored to their grade level.
The primary conclusion of the research is that students’ mean scores in language proficiency (p < 0.001)
indicated that with female teachers, students performed significantly better than with male teachers. Female
teachers were considered more friendly, clearer in explanation, and more active in letting students speak,
whereas male teachers were rated higher in classroom management. Moreover, the overall perceptions of
the students showed a strong positive correlation to language achievement, particularly with female
teachers. The data showed that the gender of a teacher seriously impacts the students’ performance in class,
classroom motivation and therefore success in college and university languages. There is a clear call for
skill development and gender consideration in teaching in distinction to what is claimed the gender of the
teacher. The study works to provide relevant information on how policy makers and educators can improve
the quality of education in languages in relations to culture in District Mandi Bahauddin.