An Assessment on Teachers' Attitude and Practices in Gender Sensitive Teaching Pedagogy in Edukasyon Sa Pagpapakatao

Abstract

INTRODUCTION

The primary purpose of this research was to assess the teachers' attitude and practices in gender-sensitive teaching pedagogy in Edukasyon sa Pagpapakatao in the Division of Cavite Province during the school year 2017-2018. The researchers believed that the result of this study will be of great use in assessing teachers' attitude and practices in gender-sensitive teaching pedagogy in Edukasyon sa Pagpapakatao.

METHODS

The researchers employed the purposive sampling method. The selected elementary Teacher I, Teacher II, Teacher III and Master Teacher teaching Edukasyon sa Pagpapakatao. They were observed by their school heads from four (4) units such as North, South, East, and West. The schools were classified as big, medium and small public elementary schools in the Division of Cavite. The schools were chosen through the fishbowl method. There were a total of 48 respondents whose names were given by their school heads. The study made use of the descriptive method research design. The instruments used in gathering data and answering the questions in this study were the adopted Gender in Education Network in Asia-Pacific (GENIA) Tool 12 questionnaire, informal interview, observation, and documentary analysis. Observation and interview were also used to verify the accuracy of the data. The data gathered from the respondents were treated statistically using the weighted average.

RESULTS

The teachers give equal opportunity and similar duties to both female and male learners. They also used materials that portray female and male characters in equal numbers involved in similar activities. The teachers have a classroom seating plan that enabled both female and male learners to participate and have equal opportunities to learn. They also provided intensive mentoring, guidance and counseling to support both female and male learners with their studies. A proposed action plan in gender-sensitive teaching pedagogy consisting of additional programs/ activities/strategies is deemed necessary to improve the performance of the teachers in teaching Edukasyon sa Pagpapakatao.

DISCUSSIONS

The school should conduct teacher training on gender sensitivity teaching pedagogy in all learning areas. Teachers must be gender sensitive through gender awareness and sensitization programs. They must also improve the learning environment by promoting gender sensitivity teaching pedagogy. Furthermore, the teachers should employ engendered patterns of classroom setting and interaction.