An Assessment on Teachers' Attitudes and Practices in Gender-Sensitive Teaching Pedagogy

Abstract

INTRODUCTION

The Department of Education addresses gender equality issues in schools. Our education system needs to be gender-sensitive and gender-friendly. Schools play an important role in inculcating gender sensitivity in the etiquette and manners of pupils. Boys and girls must feel welcome in a safe and secure learning environment. Teachers have a great role in facilitating gender-sensitive education, attitudes, and practices in their pedagogical approach. The purpose of this study is to find out whether the teacher's attitudes and practices in gender-sensitive teaching pedagogy were observed during her teaching-learning processes.

METHODS

The study used a descriptive research design because of the nature of the variables at hand for producing the required data for quantitative and qualitative analysis. This method allows the simultaneous description of views, perceptions, and beliefs at any single point of time (Digma, 2015). Basic statistical treatments such as getting the weighted mean and average were used to come up with the results.

RESULTS

The research analyzed and measured the teacher's attitudes and practices in gender-sensitive teaching pedagogy. A total of 30 teachers from Pansin Elementary School participated in the study. The researcher assessed if these factors are evident or not in the daily teaching routine of the teachers in Pansin Elementary School. Most statements from the instrument showed that teachers' practices gender-sensitive teaching pedagogy were strongly evident as reflected in their weighted mean of 4.50 and above. On the other hand, items about teaching and learning environment as well as personal development and training were moderately evident as reflected in their weighted mean of 4.49 below. In general, however, the entire research showed that the teachers still have strong evident practices in gender-sensitive teaching pedagogy with the mean of 4.55.

DISCUSSIONS

This study confirmed that though teachers have evident practices in gender-sensitive teaching pedagogy, they still need to advance in terms of 1. Teaching and Learning Environment by displaying materials that show an equal number of male and female students in classrooms; and, 2. Personal Development and Training by seeking help from any person in the institution who will help in providing equal response and treatment to both genders.