The Effect of Gender on School Administrators and Teachers’ Perceptions of Learning Organization: A Meta-Analysis Study

Abstract

The purpose of this research is to combine effect sizes of the quantitative studies that revealed the effect of gender on school administrators and teachers’ perceptions of learning organization and examine with the meta-analytical method if if there is a significant difference in effect in terms of the factors of publication type, research area, education level, scale preparation, the validity and reliability status of scales and the researcher’s gender. In literature review, it was determined that 66 studies on the research topic, which consist of doctoral dissertation, master dissertation, research paper and conference proceeding were conducted. Off all these studies, 21 studies, having appropriate data related to genders of school administrators and teachers and coding protocol were included in the this research. The sample of the study consisted of 7156 participants of which were 3955 males and 3201 were females. Standardized means difference was calculated to measure the effect size. According to the research results, the calculated effect size (SMD) for the random effect model was g=-0,020 [-0,087; 0,047], which indicated that male school administrators and teachers were more favored. In addition, it was found that there was no difference in any effect size in terms of the publication type, research area, education level, scale preparation, validity and reliability status of scales and researcher’s gender.