Gender Sensitivity Teaching Practices of Secondary Public School Teachers in the Division of Quezon City

Abstract

This descriptive quantitative research investigated the extent to which secondary public-school teachers in Quezon City analyzed how selected demographic variables influence these practices. Employing a structured and validated questionnaire, the study measured the integration of gender sensitivity across six key pedagogical dimensions: (1) attitudes and values, (2) classroom interaction and atmosphere, (3) equal opportunities and participation, (4) language and materials used, (5) curriculum and instructional design, and (6) handling of gender-related issues. A stratified random sample of 362 respondents was drawn from a total population of 5,934 teachers, with the sample size determined using Cochran’s formula and adjusted for finite population. The majority of participants were female, held entry- to mid-level teaching positions, and reported limited hours of Gender and Development (GAD) training. Findings indicated generally high levels of gender-sensitive practices, particularly in fostering respectful classroom environments and using inclusive instructional materials. However, areas such as reflective self-assessment and consistent application of gender-fair language presented opportunities for improvement. Statistical analyses revealed no significant differences in gender-sensitive teaching practices when respondents were grouped according to sex, civil status, teaching experience, or professional rank. However, age and extent of GAD training exposure emerged as significant factors influencing specific dimensions of gender-sensitive pedagogy. Notably, older teachers demonstrated greater proficiency in addressing gender issues in the classroom, suggesting a possible link between professional maturity and gender responsiveness. Additionally, increased exposure to GAD training correlated with higher levels of gender sensitivity in multiple domains, although post hoc analyses did not yield significant pairwise differences. These findings underscore the critical role of sustained professional development and targeted GAD interventions in enhancing teachers’ gender-responsive competencies. The study recommends the implementation of differentiated and evidence-based training programs tailored to the developmental and experiential profiles of teachers to advance inclusive and equitable educational practices in the public secondary school system.