Examining gender disparities in pre-service teachers’ satisfaction levels across educational facilities

Purpose Gender satisfaction of the usage of facilities in Higher Education Institution (HEI) has recently gained attention in the research field. This study aims to examine the gender-based disparities in satisfaction levels of college of education facilities usage among pre-service teachers. Design/methodology/approach The study design makes use of descriptive survey approach, and questionnaire was used to gather data. Using the Yamane Formula, a sample size of 336 was chosen for the study. A random sampling was employed to select 336 pre-service teachers whilst descriptive statistical tools were used to analyse the collected data in the form of frequencies, percentages, and means, and independent sample t-tests. Statistical analysis was performed using SPSS 26 version. Findings The study reveals gender disparity in satisfaction levels across various educational facilities among pre-service teachers. Findings from the study show that there is significant gender disparity with four facilities: Information and Communication Technology (ICT) laboratory, resource centre, accommodation facilities and recreational facilities. However, there is no significant difference in gender satisfaction level in lecture halls, science laboratories and library. Practical implications The study provides data for facilities managers, management of colleges of education and other higher educational institutions to consider gender concerns when planning to put up facilities. It also aids the gender-based policies implementation in Higher Education Institutions. Originality/value The study addresses the intersection of gender equity and educational facilities usage, focusing on the underexplored population of pre-service teachers in Ghanaian college of education. Examining how facility design, accessibility and functionality impacts satisfaction levels differently for males and females, this research sheds light on critical gaps in educational infrastructure planning and policy. The findings aim to not only enhance gender equity but also influence evidence-based reforms in educational facility management, positioning this study as a pioneering effort within the West African context and beyond.