The present study pursued two goals: first, to construct and validate a masculinity/femininity scale (MFS); and second, to reveal and compare the dominant gender identity of English, Arabic, and Persian teachers. Regarding the first goal, a 30-item gender identity scale was designed and, using the data collected from 300 junior high school students, its construct validity was substantiated through Structural Equation Modeling. As for the second goal, an additional 623 students rated their 130 teachers. The whole data was then analysed using Chi-square testing. The findings were indicative of the dominant femininity of English teachers and masculinity of Arabic and Persian teachers. Also, based on the results, English teachers were found to be more feminine and less masculine than Arabic and Persian teachers. Finally, statistical results were discussed, and implications were provided for language teaching in the formal context of education.

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