The Perception of Educators on Gender Equality: A Study in Ecuador

Verónica Díaz (), Henry Vallejos, Carmen Oval, Selin Carrasco, Carmen Coloma, Fabiola Flores, Carola Lozada, Patricio Rivera and María Simón
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Verónica Díaz: Instituto Interuniversitario de Investigación Educativa IESED, Universidad de Los Lagos, Osorno 5290000, Chile
Henry Vallejos: Facultad de Ciencias Administrativas, Gestión Empresarial e Informática, Universidad Estatal de Bolívar, Bolivar 020102, Ecuador
Carmen Oval: Departamento de Educación y Humanidades, Facultad de Educación y Ciencias Sociales, Universidad de Magallanes, Magallanes y la Antártica Chilena 6210427, Chile
Selin Carrasco: Facultad de Ciencias Humanas, Universidad Nacional de San Luis, San Luis D5700 BPB, Argentina
Carmen Coloma: Departamento Académico de Educación, Pontificia Universidad Católica del Perú, San Miguel 15088, Peru
Fabiola Flores: Facultad de Humanidades, Universidad Mariano Gálvez, Interior Finca El Zapote, Cdad 01002, Guatemala
Carola Lozada: Centro de Estudios de Postgrado e Investigación, Universidad San Francisco Xavier de Chuquisaca, Sucre 212, Bolivia
Patricio Rivera: Facultad de Ciencias Humanas, Universidad Arturo Prat, Avenida Arturo Prat #2120, Iquique 1100000, Chile
María Simón: Instituto de Ciencias Básicas e Ingeniería, Universidad Autónoma del Estado de Hidalgo, Hidalgo 42039, Mexico

Social Sciences, 2024, vol. 13, issue 6, 1-14

Abstract: Gender equality is a prerequisite for people-centered human development. This exploratory and descriptive study was conducted to investigate the perception of gender among Ecuadorian primary school teachers. Quantitative data were obtained from teachers in public and urban educational establishments. In order to collect the data, an online survey-type opinion questionnaire was applied with the aim of finding out teachers’ perception of gender equality within their institutions in educational establishments in the Republic of Ecuador, considering the dimensions of personal perceptions of the subject, the organizational culture, and the implementation of gender equality in the internal management of the educational organizations where they work. The results of the questionnaire show that teachers perceive that there is currently more receptiveness to gender issues than in the past. From the answers received, it can be concluded that people identify with gender issues, even though there is a need for elements and support to enable them to be expressed effectively, on a daily basis and sustained over time.

Keywords: gender equality; Sustainable Development Goals; teachers; urban schools; basic education; Ecuador (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2024
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