Student perceptions of teacher sex?role orientation and use of power strategies and teacher sex as determinants of student attitudes toward learning

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Abstract
This study focused on combinations of the following variables and their influence on student attitudes and intentions toward affective and behavioral learning: (1) teacher sex; (2) teacher sex‐role orientation; and (3) teacher use of power strategies. Results showed that teacher use of power strategies interacted with teacher sex on reward and referent power to influence student attitudes and intentions toward learning. No interactions with sex‐role orientation were found. Main effects for use of expert and referent power confirmed earlier research. However, the significant contribution of student assessment of a teacher's femininity and masculinity led the authors to propose an expanded model for the study of teacher use of power in the classroom and learning outcomes.