Elementary Students' Enjoyment and Social-Emotional Engagement in School: The Influence of Male and Female Teachers

The purpose of the study was to answer the main research question, which was “To what extent do male and female elementary teachers influence their students’ enjoyment and social-emotional engagement in school, from the perspective of grade 3-5 students?” The main research question was answered by focusing on three questions regarding enjoyment, engagement and implications for theory, practice and policy. The methodology of mixed methods was utilized in the research through the collection of quantitative data (survey) and qualitative data (focus group discussions). A total of 159 participants in grades 3-5 completed the survey and 29 participants in grades 3-5 took part in four separate focus group discussions. The findings indicated that some differences between male and female students may exist in students’ perceptions of male and female teachers’ influences of enjoyment and engagement. In particular, male students experienced more boredom in class than their female peers while more female students saw themselves as having a more caring relationship with their teachers. Students with male teachers identified more humour being used in the classroom as well as more self-efficacy than their peers with female teachers. Students perceived their teachers as more helpful as they moved from grade 3 to grade 5 and their trust in teachers also increased as they moved from grade 3 to grade 5. Overall, the majority of students perceived their teachers as wanting students to do their best in their school work. The findings from the research suggested implications for teacher practice, theory and policy. In particular, students identified trust, honesty and helpfulness as major influences of their enjoyment and engagement in school. Furthermore, students could benefit from a more equal exposure to male and female elementary teachers but more research needs to be done to fully understand the influence of male and female elementary teachers on students’ enjoyment and engagement in school