This article aims to analyse teachers’ perceptions of school failure and dropout through a gender perspective in the Portuguese context. The statistical data show that, in most OECD countries, the rates of school failure and dropout are higher for boys than for girls. In Portugal, the difference in the school failure and dropout rates for boys and girls is quite significant, and there is a considerable lack of research. This study used a mixed methods design with both quantitative and qualitative data collection. We used a questionnaire and interviews to explore the teachers’ perceptions of school failure and dropout through a gender perspective. The study was based on a performative model, which considers the construction of gender as a continuous and changing process as a result of social interaction in all spaces and at all times of life. We consider that school is a space where gender construction takes place, particularly in the relationships between pupils, and between pupils and teachers, which can have an impact on the pupils’ educational achievement. The data collected show that most teachers are not aware of gender differences in school failure and dropout. When confronted with the national statistics, the teachers do not recognise that the phenomenon is taking place in their schools. The teachers consider that gender differences in school failure and dropout result from personal and family factors, external to school and reveal gender stereotypes based on hegemonic masculinity.

本文旨在通过葡萄牙语背景下的性别观点来分析教师对学校失败和辍学的看法。统计数据表明，在大多数经合组织国家中，男孩的辍学率和辍学率高于女孩。在葡萄牙，男孩和女孩的失学率和辍学率差异很大，而且还缺乏研究。这项研究使用了混合方法设计，同时收集了定量和定性的数据。我们使用了问卷调查和访谈的方式，从性别角度探讨了教师对学校失败和辍学的看法。这项研究基于一个表演性模型，该模型将性别建构视为由于生活中所有空间和所有时间的社会互动而不断变化的过程。我们认为学校是进行性别建构的空间，特别是在学生之间以及学生与教师之间的关系中，这可能对学生的教育成绩产生影响。收集的数据表明，大多数教师并未意识到学校失败和辍学的性别差异。当面对国家统计数据时，教师们并不认识到这种现象正在他们的学校中发生。教师认为，学校失败和辍学的性别差异是由学校外部的个人和家庭因素造成的，并揭示了基于霸权男性气质的性别定型观念。这可能会影响学生的学业成绩。收集的数据表明，大多数教师并未意识到学校失败和辍学的性别差异。当面对国家统计数据时，教师们并不认识到这种现象正在他们的学校中发生。教师认为，学校失败和辍学的性别差异是由学校外部的个人和家庭因素造成的，并揭示了基于霸权男性气质的性别定型观念。这可能会影响学生的学业成绩。收集的数据表明，大多数教师并未意识到学校失败和辍学的性别差异。当面对国家统计数据时，教师们并不认识到这种现象正在他们的学校中发生。教师认为，学校失败和辍学的性别差异是由学校外部的个人和家庭因素造成的，并揭示了基于霸权男性气质的性别定型观念。