Teaching strategies by gender, grade level and teacher’s self-concept in Mexico

Abstract

This study examines teaching strategies of Mexican teachers by gender, grade level and self-concept as an instructor. A
conventional sample of 573 teachers from diverse school settings in the state of Yucatan in Mexico responded to a paper and pencil questionnaire. Results indicated, in general, that teachers prioritise classroom management and independent learning over strategies emphasised by policies and training programmes in the country, such as cooperative learning, differentiation or promoting critical thinking. Statistical analyses showed some differences in this diverse group of teachers by gender, grade level and self-concept. Female teachers promote more independent activities than males, and as expected, primary school teachers are more concerned with differentiation. Teachers with high self-concept tended to do more class management activities and promote more independent learning and critical thinking than low self-concept teachers.

Keywords: Mexican teachers, teaching strategies