Towards Building a Gender-Friendly School Environment: The Teacher as Agents of Social Change

Abstract

INTRODUCTION

The present study would like to find out if the teacher-respondents promote a gender friendly environment through their practices. It explores empirical evidence related to these issues of gender and leadership by first examining style and effectiveness difference between men and women then discussing the gender gap in leadership and prominent explanations for it and finally addressing approaches to promoting women in leadership.

METHODS

This study utilized the descriptive design and ANOVA to determine the significant difference in the assessment of the teacher-respondents of their practices.

RESULTS

Profiling of the respondents in terms of Educational Attainment, Length of Service, Grade Level Assignment and Gender was utilized. As revealed by the data, all the indicators for promoting gender-friendly environment are practiced to a great extent and these were assessed by the teacher-respondents without a significant difference.

DISCUSSIONS

The researcher recommends that all the teachers must be given the opportunity to participate in trainings and seminars regardless of their length of service, grade, level handle, and gender. The school must assess their needs based on the teachers' strength and weaknesses and whatever will be required by the Department of Education. Therefore, school heads must ensure that the teachers practiced these effectively by engaging in various activities for both genders, teaching strategies, and trainings. The school can also seek the support of the community, particularly the parents.