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IN ENGLISH: In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual’s behaviour. Hence, it is important to examine the factors affecting the attitudes of preschool teachers towards children’s gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non) affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children’s gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination.  IN CROATIAN: U skladu s teorijom planiranog ponasanja razliciti cimbenici koji utjecu na oblikovanje stavova i vjerovanja neizravno utjecu na namjere koje određuju ponasanje pojedinca. Stoga je važno ispitati cimbenike koji utjecu na stavove odgojitelja prema rodnim ulogama djece uzimajuci u obzir da njihovo vlastito razumijevanje rodnih uloga utjece na njihovo ponasanje prema djeci u vrticu (sto može biti u skladu s egalitarnim ili stereotipnim stavovima odgojitelja). Stoga je u Zagrebu (Hrvatska) provedeno kvantitativno istraživanje na uzorku od 481 odgojitelja. Istraživanje je imalo za cilj utvrditi ucinke socio-demografskih karakteristika, vjerske (ne)pripadnosti i osobnih iskustava spolne diskriminacije tijekom djetinjstva na stavove odgojitelja prema rodnim ulogama djece te na ucestalost uocavanja nejednakog postupanja prema djecacima i djevojcicama u vrticu od strane drugih odgojitelja. Rezultati su pokazali da odgojitelji koji su se identificirali kao nereligiozni ili religijski neopredijeljeni, koji su odrastali u vecim gradovima i koji su imali osobno iskustvo rodne diskriminacije u djetinjstvu cesce primjecuju neravnopravan tretman djecaka i djevojcica u vrticu (od strane ostalih odgojitelja). Među navedenim varijablama najjaci ucinak na uocavanje nejednakog postupanja djecaka i djevojcica u vrticu ima varijabla iskustva rodne diskriminacije u djetinjstvu, sto potvrđuje vecu svijest o rodnoj diskriminaciji kod osoba koje su doživjele takvu diskriminaciju.

problems of education in the 21st century

PRESCHOOL TEACHERS’ ATTITUDES TOWARDS CHILDREN’S GENDER ROLES: THE EFFECTS OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND PERSONAL EXPERIENCES OF GENDER DISCRIMINATION