Impact of teacher-gender on primary students’ achievement: A study at Bangladesh standpoint

Abstract

This study attempts to find the impact of gender in primary teaching profession on student achievement. The quantitative method of research was used for this study. This research uses test scores of primary grades for five consecutive years which is obtained from a school in Bangladesh. This study engages a total of 1 school, 20 classes, 20 teachers and 504 students. The overall finding in this study is that men are slightly better to teach in primary when the test scores are analyzed. Although there are some differences in the breakdown analysis, the combined result analysis do not find strong evidence to claim whether students have to be taught by teachers of same or alternative gender. The findings of this study provide important information for the policy makers and especially for the primary teachers’ recruiters in primary schools of Bangladesh.