The Relation between Genders Based Beliefs and Expectations of Female Teachers and the Oral, Mathematical and Social Learning of Elementary Students in Isfahan

The question of the present research is about determining the relationship between female teachers’ gender beliefs and expectations، and elementary school students’ verbal، mathematical and social learning in Isfahan in 2010- 2011 academic year. The research method is descriptive-correlative and the statistical society consists of female teachers in Isfahan. Amongst them 184 teachers were chosen randomly as the sample. Two elements were applied to gather data. The first one was students’ average in verbal، mathematical and social learning and the second one was a researcher-made questionnaire. The reliability rate of gender-belief questionnaire and gender-expectation questionnaire were estimated 0/88 and 0/96. The results demonstrate that there is no meaningful relationship between teachers’ gender belief and students’ verbal and mathematical learning but there is meaningful relationship between teachers’ gender beliefs and social learning. There is no significant relationship between gender expectations and verbal and social learning. There is significant relationship between teachers’ gender expectations and mathematical learning، which as teachers’ gender expectations rise، students’ mathematical learning increases.