Gender Sensitizing Examining Filipino Educators’ Pedagogical Practices and Teaching Effectiveness

A gender-responsive classroom needs a gender-sensitive teacher. This entails informing teachers to gender issues and reshaping their practices to reject gender stereotypes. In an attempt to address this concern, this study examined the pedagogical practices and teaching effectiveness of the faculty members in one state university in Batangas Province, Philippines. By employing the correlational type of descriptive research with a modified questionnaire and secondary data, this study found out that the faculty members highly integrate gender in delivery of the subject matter, organization of the learning experience, design of didactics strategies and selection of the learning evaluation. Further, this study also revealed that majority of the respondents obtained a very satisfactory rating on performance evaluation for teaching effectiveness. Significantly, there exists a relationship between the respondents’ gender sensitive pedagogical practices and their teaching effectiveness. Consequently, the study offered concrete strategies that administrators, faculty, and researchers can employ to further reinforce gender sensitivity in pedagogical practices. These will hopefully produce a significant effect in the university manifesto, thus, moving towards a classroom that is truly equal.

Keywords- Gender Sensitivity, Pedagogical Practices, Teaching Effectiveness, Performance