The Predictive Role of Personality Traits and Other Variables on Teachers' Attitudes Towards Gender Roles
Educational academic research (Online), sa.61, ss.79-89, 2026 (TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: Sayı: 61
- Basım Tarihi: 2026
- Doi Numarası: 10.33418/education.1747561
- Dergi Adı: Educational academic research (Online)
- Derginin Tarandığı İndeksler: TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.79-89
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Süleyman Demirel Üniversitesi Adresli: Evet
Özet
The aim of this study is to identify teachers’ attitudes towards gender roles and to determine the effects of personality traits and other variables on these attitudes. This cross-sectional study was conducted with a total of 782 teachers. According to theresults of the multiple linear regression analysis, certain personality traits and demographic variables significantly influenced gender role attitudes. As levels of extraversion (β = .435, p=.025), conscientiousness (β = .430, p=.043), and openness (β = .460, p=.015) increased, attitudes toward gender equality became more positive. Women were found to have more positive attitudes compared to men on this issue (β = 7.828, p<.001). Conversely, higher levels of neuroticism (β = -.536, p=.006) and older age (β = -.081, p=.037) were associated with more negative gender role attitudes. Additionally, participants who were not Religious Culture and Ethics teachers demonstrated more positive attitudes (β = 4.264, p=.008). Agreeableness (p=.062), marital status (p=.285), and the educational level of the school where participants worked (p=.237) were not significant predictors. Intervention strategies targeting the variables found to influence gender role attitudes will not only transform teachers' awareness and perspectives but also contribute to the development of students—and consequently, society as a whole—towards a more egalitarian outlook.