Gender Differences in Interpersonal Relationship Patterns and Classroom Interaction Styles among STEM Pre-Service Teachers

Abstract

This study examined gender differences in interpersonal relationship patterns and classroom interaction styles among STEM pre-service teachers in Ghana, drawing on Social Role Theory and Communities of Practice Theory. Using a cross-sectional survey design, we collected data from 185 male and female STEM pre-service teachers enrolled in teacher education programmes. Quantitative analyses revealed small but statistically significant gender differences in specific dimensions of interpersonal relationships and classroom interaction styles. Female pre-service teachers demonstrated slightly stronger tendencies toward relational and supportive interactions, while male pre-service teachers showed higher scores on selected task-oriented and control-related interaction dimensions. However, when we combined interpersonal relationship patterns and classroom interaction styles into a single construct, no statistically significant gender difference was observed. These findings suggest that while gender may influence particular aspects of classroom interaction, overall interactional competence among STEM pre-service teachers is shaped more by professional socialisation within teacher education than by gender alone. The study highlights the importance of gender-sensitive and inclusive pedagogical practices that promote equitable participation and professional development in STEM teacher education in Ghana.