“Only Strict Teachers Are Respected—I Became Father Ayten”: Gendered Microaggressions in Schools

ABSTRACT This mixed‐methods study explores the gender microaggressions experienced by female teachers in Turkish schools, examining their types, sources, causes, consequences, and frequency. In the qualitative phase, semistructured interviews were conducted with 17 female teachers using a phenomenological approach. Thematic analysis revealed four key forms of microaggression: sexual objectification (being valued chiefly for physical appearance rather than professional competence), traditional role expectations (the assumption that women should prioritize caregiving and supportive tasks over leadership), perceived incompetence, and systemic degradation. These experiences, often normalized within school culture, were perpetrated by various actors, including male administrators, colleagues, students, and parents. Emotional and behavioral consequences included fear, anger, withdrawal, overcompensation, and diminished job satisfaction. In the quantitative phase, data were collected from 904 teachers. Based on interview findings, the Gendered Microaggressions Scale (GMS) was developed and validated using Exploratory (EFA) and Confirmatory Factor Analyses (CFA). The EFA revealed a five‐factor structure—Weakness of Professional Authority, Exposure to Abuse of Power, Assumptions of Traditional Gender Roles, Second‐Class Citizenship, and Tendency Toward Masculine Behavior—explaining 50.30% of total variance. CFA confirmed this structure with acceptable fit indices. Descriptive analysis indicated that microaggressions occurred occasionally, with assumptions of traditional gender roles being the most frequent. ANOVA and t ‐tests revealed that teachers' seniority and school type significantly influenced experiences of microaggressions, while educational level and marital status did not. The study highlights the persistent, normalized nature of gender microaggressions in schools and their cumulative impact on female educators' well‐being and professional identityThe study calls for institutional awareness, targeted interventions, and inclusive policies to challenge gendered norms and promote equity in educational environments.