Published Mar 27, 2023

Wenyan Liang  


Based on data from China Education Panel Survey, this article examined the impact of teacher gender on student human capital development at the junior secondary education level. The research findings showed that female teachers were more capable of promoting cognitive and non-cognitive ability development of both girl and boy students than their male counterparts; and that student cognitive and non-cognitive performance was significantly and negatively related to the increase in the percentages of male teachers in the class and school.



Teacher Gender, Gender Imbalance, Cognitive Ability, Non-Cognitive Ability, Human Capital Development

Heckman, J. J., Stixrud, J., & Urzua, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics, 24(3):411 -482.

Zhai, C. C. (2013) Causes of teacher gender imbalance in basic education and countermeasures. Journal of the Chinese Society of Education, 2013(3):112-113.
How to Cite
Liang, W. (2023). The Influence of Teacher Gender on Student Human Capital Development: An Empirical Study Based on Data from China Education Panel Survey . Best Evidence in Chinese Education, 13(2), 1703–1707. https://doi.org/10.15354/bece.23.ar036