Gender-Sensitive Pedagogical Practices of the English Language Teachers in Marinduque State College: Basis for Crafting a Gender Sensitivity Policy Framework

Abstract

Previous research show that educators still need to work on integrating gender sensitivity in their teaching methods. Gender sensitivity must thrive in the classroom because it serves as a microcosm of society. The inclusion of gender sensitivity, according to researchers, is the duty of language teachers since it may improve language access, increase learning possibilities, and raise awareness of gendered discourses. Educating teachers about gender issues and changing their methods to reject gender preconceptions are necessary. Given this premise, this study explored the pedagogical practices of the English teachers in the lone state college in Marinduque, Philippines.

Further, this study also determined the profile of the participants as to age, sex, academic rank, and the number of teaching years. The study covered 19 English faculty members of the Marinduque State College system. Data were analyzed using descriptive statistics, Pearson correlation coefficient, and discourse analysis.  

This study found that the English teachers' gender-sensitive pedagogical practices were 'often observed' with a grand mean of 4.19, implying that the English teachers are gender sensitive. This study also revealed no significant relationship between the teachers' gender-sensitive pedagogical practices and their profile. Consequently, the study offered a gender sensitivity policy framework termed "PANTAY" to reinforce gender sensitivity in pedagogical practices further. This framework will likely produce a significant effect in the university manifesto, thus leading towards a truly equal classroom. The study suggests implementing the gender-responsive teaching approach in the classroom to advance gender equality and improve learners' academic performance.