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This study seeks to examine gender differences amongst science, mathematics and technology (SMT) teachers with regards to nine school environment variables as well as the association of these variables with teachers' professional background and school characteristics.

A questionnaire was used to collect data from a sample of 275 female and 260 male SMT teachers.

A multiple analysis of variance revealed a statistically significant gender difference on the combined nine school environment variables. Analysis of variance further revealed a significant gender difference in work pressure, principal leadership, teacher‐student relationship and staff freedom. Gender differences in SMT teachers' perceptions of work pressure and principal leadership persisted after controlling for teachers' background and school characteristics. It is recommended that, principals of secondary schools be encouraged to be more democratic and flexible so as to foster an atmosphere of good working relationships with their teachers.

The study encourages SMT teachers to improve on their perception of students' learning in SMT. The impact of a teacher's interest or bias on students' can have a far reaching outcome on their learning.