Paper Details

One of the most important components of education is the textbook and it is also a significant knowledge source, which serves as a fundamental means of socialization, information, and value transmission. Textbooks are a core vehicle for the delivery of quality education, which connect the learners with the actual social context and reflects the current state of society. So, the representation of gender and their contributions are crucial in the textual material for all disciplines mainly the primary level because primary education is a sensitive and critical stage when a child experiences uncertainty about who they are and what they want to become in the future. At the primary education level, children learn foundational skills such as Reading, writing, and numeracy that prepare them for life, work, and active citizenship. Learners’ minds are fundamentally educated about gender roles by schools and textbooks. The teacher is the most important person in the construction of curriculum and teaching-learning material because of their knowledge, experiences, and competencies. The present research is intended to determine primary school teachers’ knowledge of gender bias in textbooks at the primary level. The total sample was 240. Out of the 120 D.El.Ed. trainee teachers and 120 govt. aided in-service primary school teachers were chosen as a sample for this current study. The sample has been chosen using a random sampling technique. For data collection used a self-made questionnaire in this research and simple percentage calculation were used for data analysis, and the study's results were presented graphically. It was found that in-service Primary school Teachers have Very High knowledge of gender bias in textbooks than trainee teachers.

Knowledge, Primary School Teachers, Gender Bias, Textbook.