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

Abstract

INTRODUCTION

The primary purpose of this study was to assess the teachers' attitude and practices in conducting gender sensitivity teaching pedagogy in Science. Gender sensitivity should come from teachers because what our learners will experience and perceive from us will be the same attitude and treatment that will to their peers and family.

METHODS

The study made use of the descriptive mixed method to answer the questions concerning the status of the study. Quantitative and qualitative research methods were also utilized. The researchers used the survey-questionnaire checklist. The respondents for this study were selected public secondary school heads and head teachers while the participants were selected master teachers and teachers teaching Science in the Division of Cavite. Purposive-quota sampling was used to select the respondents based on their knowledge and expertise on the existing condition. A total of thirty (30) subjects were assessed, represented in ranks by Master Teacher and Teachers 1, 2 or 3 coming from the small, medium, and large high school categories for each municipality.

RESULTS

On the Assessment on the Teacher's Attitudes and Practices in Gender-sensitive teaching pedagogies, the following indicators: Learners participation in the classroom, Teaching/Learning Environment, and Perception of Learner's ability, were commonly used and applied by the respondents. On the Learner's attitude towards each other, Personal Development and Training, Mentoring, Guidance, and Counseling to learners are the practices and attitudes that must be developed on the part of respondents.

DISCUSSIONS

The result of the assessment on the teacher's attitudes and practices on the indicators given in gender-sensitive teaching pedagogy must be utilized so we can determine and assess the problems. The teacher's strengths focus on valuing the learning ability of learners, providing duties for both males and females, and having a seat plan to enable both male and female learners to learn. The notable weaknesses include seeking advice in a teaching method that is more gender sensitive, reacting on unfriendly gender-biased attitude, and providing guidance counseling and mentoring to both male and female learners.