An Assessment on Teacher's Attitude and Practices in Gender Sensitive Teaching Pedagogy in Languages

Abstract

INTRODUCTION

The main purpose of this study is to assess and evaluate the teachers' attitude and practices in gender-sensitive teaching pedagogy especially in languages. This study was conducted in response to the guidelines released by the Department of Education regional office entitled "Policy on Gender and Development (GAD) Projects, Programs, and Activity for use in Gender and Development (GAD)” wherein one of the pedagogical approaches mentioned was the Gender-Sensitive Teaching Pedagogy.

METHODS

The researchers made use of the descriptive research design to describe the phenomenon of the teachers' attitude and practices in gender-sensitive teaching pedagogy, especially in languages. The stratified purposive sampling was used in conducting the study using Languages teachers from public schools in the Division of Cavite Province. A total of one hundred fourteen (114) subjects were assessed and represented by one Master Teacher and Teacher 1 or 2 or 3 coming from small, medium and large schools within the municipality. The study focused on the Assessment of Teachers Attitude and Practices on gender sensitivity of teaching pedagogy in language classes.

RESULTS

The study revealed that the Teacher's Attitude and Practices in Gender-Sensitive Teaching Pedagogy in Languages subjects has a significant effect on the students' achievement level. Findings revealed that teachers do not perceive any need for girls to be educated for knowledge and skills. One of the contributing factors for this was based on the observation that praise and crisis differ between boys and girls. The classroom practices also revealed a discriminated teacher-student interaction where boys dominate classroom discourse with teachers, signifying the authoritative school culture and gendered perceptions of roles and responsibilities of men and women held by society.

DISCUSSIONS

The salient findings of the study will be utilized for providing time for independent/cooperative learning for the purpose of developing a gender-sensitive teaching pedagogy in languages class. This will promote a substantial integration of principles of gender equality, gender equity, gender sensitivity, and human rights.