Original scientific paper
https://doi.org/10.59549/n.167.1-2.5
Gender Equality and Gender Stereotypes in Early and Preschool Education: Preschool Teachers’ Viewpoints and Self-Assessment of Professional Role
Anita Lopar
orcid.org/0009-0003-6577-7443
; Kindergarten "Zrno", Zagreb, Croatia
Daria Tot
orcid.org/0000-0002-8530-0875
; University of Zagreb Faculty of Teacher Education, Zagreb, Croatia
*
* Corresponding author.
Abstract
This paper examines preschool teachers’ attitudes toward gender equality
and gender stereotypes, as well as their perceptions of their role in promoting
gender-responsive practices in early and preschool education. The research
was conducted on a convenient sample of 106 preschool teachers using a
structured online questionnaire. Data analysis included descriptive statistics
and inferential methods (one-way analysis of variance and Pearson’s correlation
coefficient) to examine differences and associations related to age
and years of professional experience. The results indicate a high degree of
agreement with statements aimed at promoting gender equality and professional
responsibility, while simultaneously recognizing the presence of stereotypes
in practice. No statistically significant differences were found between
groups. The findings highlight the need for further professional development
and systematic support in implementing gender-responsive practices.
Keywords
early and preschool education; gender socialization; preschool teachers
Hrčak ID:
348020
URI
Publication date:
19.6.2026.
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