EXPLORING THE INFLUENCE OF GENDER ON CLASSROOM MANAGEMENT STRATEGIES IN CO-EDUCATION SCHOOLS: A COMPARATIVE ANALYSIS OF MALE AND FEMALE TEACHERS

Background: Classroom management is essential for fostering an effective learning environment, with teacher gender playing a potential role in shaping management strategies. While previous research has explored various aspects of classroom management, limited studies have specifically examined gender-based differences in co-educational settings, particularly in Pakistan. Understanding these differences can contribute to improved educational strategies and policy development, ensuring that teaching methodologies align with diverse classroom dynamics. Objective: This study aimed to evaluate the impact of teacher gender on classroom management techniques in higher secondary co-educational institutions, focusing on behavioral problem handling, teaching abilities, subject command, student motivation, communication, and classroom discipline. Methods: A quantitative, descriptive-comparative research design was employed. Data were collected from 28 teachers (14 male, 14 female) at two institutions in Kohat, Pakistan. The study utilized an adapted version of the American Teacher Classroom Management Strategies Questionnaire (ATCMS) to assess gender differences in classroom management. Statistical analyses, including independent sample t-tests, were performed using SPSS version 27.0. Levene’s test was applied to determine the equality of variances. Results: Female teachers demonstrated higher confidence in managing current (mean = 2.45 vs. 2.32) and future behavioral issues (mean = 3.01 vs. 2.89). Significant differences were observed in student motivation (t = 4.73, p < 0.001) and communication (t = 3.56, p = 0.001), favoring female teachers. No significant gender differences were found in subject command (p = 0.812) and general teaching abilities (p = 0.063). Conclusion: The study underscores the influence of gender on classroom management while highlighting areas of similarity. Findings support the need for gender-sensitive teacher training and balanced representation in educational institutions to optimize classroom effectiveness. Future research should expand geographic scope and incorporate qualitative methods for deeper insights.