Gendered views of managing discipline in school and classroom

Izhar Oplatka; Miri Atias

doi:10.1080/09540250601087751

Gendered views of managing discipline in school and classroom

Izhar Oplatka, Miri Atias

School of Education

Research output: Contribution to journal › Article › peer-review

17 Scopus citations

Abstract

The current study explored male and female principals' views of classroom and discipline management from a gender perspective. Based on semi-structured interviews with 16 primary school principals from Israel, the study points to gendered views of school discipline, in that certain perspectives to prevent or handle discipline problems in school were indicated either by the male principals or by the female principals. Likewise, there are differences between men and women in principalship regarding the idealized role of the principal in managing school discipline and the essential aims of effective school discipline. Several research implications for the research on gender in educational administration are suggested.

Original language	English
Pages (from-to)	41-59
Number of pages	19
Journal	Gender and Education
Volume	19
Issue number	1
DOIs	https://doi.org/10.1080/09540250601087751
State	Published - 1 Jan 2007

ASJC Scopus subject areas

Gender Studies
Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/09540250601087751

Cite this

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Gendered views of managing discipline in school and classroom

Abstract

ASJC Scopus subject areas

UN SDGs

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