Workplace conditions for male and female teaching professionals in
primary schools, secondary schools and colleges were analysed to
assess whether the profession favours men over women, whether male
and female teachers differ in their affective orientation toward work and
whether they differ in their valuation of workplace conditions. The
results showed that moderate levels of discrimination in recruitment
characterize the teaching profession. Group mean comparisons utilising
t-tests showed that, although both men and women reported moderate
levels of discrimination, female teachers were significantly higher in
reporting discrimination during hiring but equal to men in
discrimination in the workplace.
Results for gender differences in workplace conditions showed that
female teachers substantially differ from men only in eight of 19
workplace conditions analysed. Female teachers were significantly
lower in upward communication and task significance (the intrinsic
rewards); in pay (extrinsic reward) and in grievance procedures (social
support condition) but substantially higher in the four stresses of work
overload, role ambiguity, role conflict and sexual harassment. Women
were also higher in participation in decision-making. Concerning
affective orientations toward work, female teachers were substantially
lower in job satisfaction but higher in organizational commitment and
intent to stay in the teaching profession. Overall, both males and
females were shown to value workplace conditions highly. It was
concluded that, although women teaching professionals do not
encounter high levels of disadvantages in their jobs, they are not yet
equal partners with their male counterparts.