Challenges and Insights: Saudi Female Teachers Teaching Boys in Riyadh Elementary Schools

Reem Aldegether, Intesar Almugren and Hanoof Alkasham

SAGE Open, 2025, vol. 15, issue 3, 21582440251346094

Abstract: Building on prior research, this study utilizes insights from Saudi female elementary teachers to examine their experiences and perceptions of the feminization of elementary education. It explore their views, challenges, and proposed solutions for instructing male students. The research employs a mixed-methods approach, using interviews and classroom observations. The interviews were conducted with nineteen teachers, complemented by classroom observations. Thematic analysis and coding were performed, revealing several key themes. These include challenges related to male student discipline, gender-based learning differences, four distinct obstacles, and a comparison between male and female teaching approaches. It highlights the crucial role of teacher training in classroom management and the complexities of gender dynamics in elementary education. The findings emphasize the need for improved school facilities and have significant implications for policymakers, administrators, and educators. It is recommended that teacher training programs prioritize classroom management training and that schools invest in conducive learning environments.

Keywords: feminization; classroom management; primary education; Saudi female teachers; Isnad initiative (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251346094

DOI: 10.1177/21582440251346094

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