Journal of Scientific Research and Reports

Gender-responsive education in the preschool years depends partly on teachers’ knowledge of gender concepts and their perceptions of gender roles. This secondary integrative analysis examined perception and knowledge of gender education among 100 women preschool teachers from private Assamese- and English-medium schools in the Jorhat educational block of Assam, India, during the 2023–2024 academic year. The underlying dataset was previously reported in separate articles focusing on perception and knowledge; the present analysis integrates the two constructs, provides estimation-based between-group comparisons, and examines their cross-construct association. Perception and knowledge were assessed with separate 25-item, bilingual, three-point scales. Internal consistency was Cronbach’s α=.852 for the perception scale and α=.701 for the knowledge scale. Assamese- and English-medium teachers had similar perception scores (53.84±4.99 vs. 53.30±6.54; mean difference=0.54, 95% CI [-1.77, 2.85], Hedges’ g=0.09; t(98)=0.464, p=.644) and knowledge scores (64.32±9.93 vs. 63.70±8.33; mean difference=0.62, 95% CI [-3.02, 4.26], Hedges’ g=0.07; t(98)=0.338, p=.736). Perception and knowledge scores showed essentially no linear association in this sample (Pearson’s r=-.003, 95% CI [-.199, .194], p=.980). The findings suggest that knowledge and perception should be considered as distinct dimensions when planning gender-responsive professional development. The results are limited to this local, cross-sectional sample and should not be interpreted as evidence that medium of instruction, culture, or training causes teachers’ gender-related beliefs or knowledge.