The effect of gender on teachers' perceptions of problem behaviour for children with, and without reading disability

Abstract

The purpose of this study was to examine teachers' perceptions of problem behaviour, as a function of gender and reading ability. Thirty four reading disable (RD) subjects were matched with 34 non RD subjects from the same school, on gender, age, and general ability score characteristics. This matched sample was taken from a total sample of 304 children (aged between 7 and 9 years) from nine schools in the Wellington District. Teachers' perceptions of children's problem behaviour were obtained using a behaviour questionnaire consisting of three factor scales relating to aggressive, hypreactive, and anxious behaviours. A teacher-rated Attentiveness scale was also employed as a measure of inattentiveness. Results for the matched sample showed teachers preceived RD children as more anxious and less attentie than non-RD children. The combination of reading group and gender did non show significant differences, thus indicating RD girls were perceived as equally anxious and inattentive as RD boys. Gender differences for this sample showed higher ratings of inattentiveness and hyperactivity were strongly associated with male gender. Gender differences in teacher's perceptions of children's problem behaviour (i.e., aggression, hyperactivity, anxiety, inattentiveness), regardless of reading ability, were also examined in the total sample. Girls had significantly higher reading scores and were rated by teachers as more attentive than boys, whereas boys were rated as more aggressive, hyperactive and had higher total behaviour scores, than girls. These findings indicate teacher's preceptions of problem behaviours were based on the child's reading ability, or gender, but not a combination of both variables. Possible implications of these findings are discussed, and suggestions for future research provided.