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The Perception of Educators on Gender Equality: A Study in Ecuador

Author

Listed:
  • Verónica Díaz

    (Instituto Interuniversitario de Investigación Educativa IESED, Universidad de Los Lagos, Osorno 5290000, Chile)

  • Henry Vallejos

    (Facultad de Ciencias Administrativas, Gestión Empresarial e Informática, Universidad Estatal de Bolívar, Bolivar 020102, Ecuador)

  • Carmen Oval

    (Departamento de Educación y Humanidades, Facultad de Educación y Ciencias Sociales, Universidad de Magallanes, Magallanes y la Antártica Chilena 6210427, Chile)

  • Selin Carrasco

    (Facultad de Ciencias Humanas, Universidad Nacional de San Luis, San Luis D5700 BPB, Argentina)

  • Carmen Coloma

    (Departamento Académico de Educación, Pontificia Universidad Católica del Perú, San Miguel 15088, Peru)

  • Fabiola Flores

    (Facultad de Humanidades, Universidad Mariano Gálvez, Interior Finca El Zapote, Cdad 01002, Guatemala)

  • Carola Lozada

    (Centro de Estudios de Postgrado e Investigación, Universidad San Francisco Xavier de Chuquisaca, Sucre 212, Bolivia)

  • Patricio Rivera

    (Facultad de Ciencias Humanas, Universidad Arturo Prat, Avenida Arturo Prat #2120, Iquique 1100000, Chile)

  • María Simón

    (Instituto de Ciencias Básicas e Ingeniería, Universidad Autónoma del Estado de Hidalgo, Hidalgo 42039, Mexico)

Abstract

Gender equality is a prerequisite for people-centered human development. This exploratory and descriptive study was conducted to investigate the perception of gender among Ecuadorian primary school teachers. Quantitative data were obtained from teachers in public and urban educational establishments. In order to collect the data, an online survey-type opinion questionnaire was applied with the aim of finding out teachers’ perception of gender equality within their institutions in educational establishments in the Republic of Ecuador, considering the dimensions of personal perceptions of the subject, the organizational culture, and the implementation of gender equality in the internal management of the educational organizations where they work. The results of the questionnaire show that teachers perceive that there is currently more receptiveness to gender issues than in the past. From the answers received, it can be concluded that people identify with gender issues, even though there is a need for elements and support to enable them to be expressed effectively, on a daily basis and sustained over time.

Suggested Citation

  • Verónica Díaz & Henry Vallejos & Carmen Oval & Selin Carrasco & Carmen Coloma & Fabiola Flores & Carola Lozada & Patricio Rivera & María Simón, 2024. "The Perception of Educators on Gender Equality: A Study in Ecuador," Social Sciences, MDPI, vol. 13(6), pages 1-14, May.
    • Handle: RePEc:gam:jscscx:v:13:y:2024:i:6:p:301-:d:1406681
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    References listed on IDEAS

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    1. Lucia Corno & Eliana La Ferrara & Justine Burns, 2022. "Interaction, Stereotypes, and Performance: Evidence from South Africa," American Economic Review, American Economic Association, vol. 112(12), pages 3848-3875, December.
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