The Influence of Teacher’s Gender on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan

Abstract

Purpose: This study examined the influence of teacher’s gender on the implementation of English language curricula in public schools in Aqaba governorate. Methods: Employing a descriptive survey design, 167 male and female English language teachers were selected purposively and participated from 240 English language teachers in public schools in Aqaba governorate. A 36- item questionnaire, which was used for collecting data, was validated by twenty one jurors. Its reliability was ensured by using a test- retest technique which was piloted sample of twenty male and female English language teachers who were not included the main sample. To analyze data, a descriptive statistics was employed. Findings: The findings of the study showed that there are not statistically significant differences at (α≤0.05) in the implementation of English language curricula due to the teacher’s gender. This implies that the implementation of English language curricula by male and female teachers in Aqaba governorate is not impacted by the gender of the teacher. Therefore, the study recommends carrying out more studies to ascertain the influence of teacher’s gender on the implementation of English language curricula and other curricula. Practical Implications: The results of the study might be of practical value for ministry of education since there is no gender effect on implementing the English curriculum. Originality/Value: The gender of the teacher does not have a statistical effect on   the implementation of English language curricula in public schools in Aqaba governorate.