Assessing Preschool Teachers’ Knowledge of Gender Education: A Medium-based Comparison in Assamese and English Schools in Assam, India
Sunayana Gogoi
*
Department of Human Development and Family Studies, College of Community Science, Assam Agricultural University, Jorhat, Assam, India.
Toslima Sultana Begum
Department of Human Development and Family Studies, College of Community Science, Assam Agricultural University, Jorhat, Assam, India.
Binapani Deka
Department of Human Development and Family Studies, College of Community Science, Assam Agricultural University, Jorhat, Assam, India.
*Author to whom correspondence should be addressed.
Abstract
Aim: The present study assesses the knowledge of Assamese and English preschool teachers on gender education.
Study Design: Exploratory research design.
Place and Duration of Study: Conducted among preschool teachers from Assamese and English medium private schools in Jorhat, Assam, during the academic year 2023-2024.
Methodology: The study included 100 preschool teachers with 50 teachers from both Assamese and English medium schools, and a self-developed scale, “Knowledge of Preschool Teachers on Gender Education” was administered with various sub-dimensions assessing the knowledge regarding gender education. Data were analyzed using descriptive statistics to determine the mean, standard deviation, and levels of knowledge.
Results: Both Assamese (Mean = 64.32) and English (Mean = 63.7) preschool teachers demonstrated a good knowledge regarding gender education, with no major difference between the groups. However, they demonstrate different understandings in the sub-dimensions regarding gender.
Conclusion: The study highlights the need for professional training to enhance teachers’ confidence in imparting gender education. This study underscores the importance of foundational gender education in shaping individual identities as well as accelerating gender equity and inclusive human capital development by strengthening gender education in preschool curricula to foster equitable learning experiences for young children.
Keywords: Early childhood, medium of instruction, teacher training, gender-inclusive learning, pedagogy