Effect of Gender on Teachers’ Organizational Culture Perception: A Meta-Analysis

Abstract

This study aims to assess the strength of the effect of gender, if there is any, on the perceptions of teachers on organizational culture in a meta-analysis. 27 studies consisting of Master’s theses and PhD dissertations were chosen from the National Thesis/Dissertation Database provided by Turkish Council of Higher Education. The sample consists of 9563 teachers. Of these, 5402 are female and 4161 are male. The variables of school type, publication type, and publication year, the region in which the research was carried on, settlement, positions and teaching levels of the teachers, type of schools, data collection instrument, and researcher’s gender were taken as moderator variables in the study. As a result of the study, a low level but statistically significant effect size was found in favor of female teachers according to fixed effect model (d=0.021) and random effect model (d=0.010). The moderator analysis revealed that, the publication type (p=0.003), positions of the teachers (being teacher or manager) (p=0.017), the region and the settlement in which the research was conducted (p=0.034; p=0.022) and researcher’s gender (p=0.006) were determined as moderator variables with the average effect size. On the other hand, school type (public or private) (p=0.223), school level (p=0.552), teaching fields of the teachers (p=0.786), data collection instrument (p=0.672) were not determined as moderator variables with the average effect size. In terms of the gender variable, the study findings indicate that there is an increasing tendency in the effect sizes in favor of female teachers.