Exploring gender differences in workload and job performance: insights from junior high school teachers
Notable gender disparities exist in the workload and performance of junior high school teachers, although the specific ways in which these disparities manifest have not been fully elucidated. This study examines how specific aspects of teachers’ workload are related to gender differences in aspects of work performance. The study used survey data from 1135 junior high school educators. Teacher workload was assessed using the NASA Task Load Index. Teachers’ work performance was evaluated in terms of task performance and contextual performance. Demographic data included gender, teaching experience, teaching grade, titles, school ownership, rural school designation, marital status, whether they had children, were internal teachers, were multidisciplinary teachers, and whether they were the main subject teachers. Oaxaca–Blinder decomposition was used to analyze the specific contribution and mechanism of workload to the gender gap in work performance. The findings revealed distinct gender differences in work performance, with male teachers demonstrating higher task performance and female teachers reporting higher contextual performance, which mediated the observed disparity. Further analysis indicated that marital status also plays a role, with single teachers experiencing a more pronounced gender gap. These insights signify that gender is a pivotal factor in junior high school teachers’ workload and performance. The study advocates for a deeper investigation within the “gender-workload-capacity development” framework to assist educators in making informed decisions and to foster a more equitable work environment.