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Teachers’ Perceptions about Teaching Contemporary Global Issues through a Gender Perspective Lens
Abstract
The purpose of the study was to explore the perceptions of elementary teachers of social studies about teaching global issues using a gender perspective lens. Employing random sampling technique, a total of 110 public elementary school social studies teachers (60 males and 50 females) were selected from Gilgit as a sample of the study. Aself-tailored questionnaire,developed on five-point Likert scale, was self-administered for data collection purpose. Both descriptive (Mean, SD, frequency, and percentage) and inferential (independent sample t-test) statistical techniques were employed using SPSS. The results revealed that teachers prioritize education and literacy, terrorism, war, conflict, health, poverty, and human rights issues as the most important global issues. Majority of the teachers agreed that global issues have multiple effects. The teachers also had contradictory perceptions about global issues as theyperceived that global issues would be resolved in the future and wouldget worse in future. The researchers recommend introducing more issues-based education at elementary level.
Authors
Tajuddin Sharar
Assistant Professor, Department of Education, University of Chitral, Chitral, Pakistan
Sadruddin Bahadur Qutoshi
Assistant Professor, Department of Educational, Karakorum International University, Gilgit-Baltistan, Pakistan
Sarfraz Khan
Assistant Professor, Department of Sociology, Quaid-i-Azam University, Islamabad, Pakistan
Keywords
Facilitating Factors, Gender Views, Global Issues, Hindering Factors, Teachers’ Perceptions
