Concordia, Matilde Tabuso

Abstract:The significant role of teachers in eliminating gender stereotype cannot be overlooked. Therefore, it is deemed important to extend the current and limited body of knowledge concerning teachers‟ perceptions and practices relevant to gender stereotypes. Guided by Theory of Planned Behavior, this study aimed to investigate the perceptions and practices of public, private and HEIs teachers regarding gender stereotypes in the classroom through the explanatory sequential mixed-methods design. Data revealed that the teacher respondents are undecided whether gender stereotypes in the classroom are evident or not. Their practices do not support gender stereotyping. The perception variables do not have a significant bearing on the practices of Public, Private, and HEIs Teachers Regarding Gender Stereotypes in the Classroom. Furthermore, teachers‟ perceived gender roles in the classroom resulted in three significant themes, particularly the inclusive materials; gender-inclusive language; gender-based pedagogy.

Keywords:gender-based pedagogy, gender roles, teachers’ perception

Abstract:The purpose of this study was to present important inputs for improving the sports event capabilities of coaches at the University of the Northern Philippines in Vigan City. Specifically, it aimed to assess coaches' self-efficacy using the Coaching Efficacy Scale (CES) established by Feltz, Chase, Moritz, and Sullivan (1999) as a tool. The data were analyzed using frequency count and percentage, mean, and simple bivariate correlation analysis. Based on the salient findings of the study, it is concluded that most coaches are males as they are the ones typically assigned and usually sent to training in sports. Coaches have a very high level of efficacy as they instill a sense of respect, build team confidence, promote sportsmanship, develop character, and efficiently motivate their athletes. In addition, coaches' efficacy is affected by the different drawbacks that include time constraints resulting from the demands of their teaching and administrative load. Most coaches accept their coaching assignments for self-fulfillment and enjoyment, as they feel proud whenever athletes become successful in their field. Coaches believe that training, seminars, conferences, and tune-up games as university initiatives can help enhance their efficacy. Finally, experienced coaches gain more levels of efficacy in sports competitions. In order to be more competitive, it is suggested that the university consider involving more females in the coaching pool. Further, reduction of coaches' teaching loads may be reinforced, or inclusion of coaching in their load may be considered for them to have more time to intensify the training of athletes. The University may also consider increasing the funds allotted for the sports program and providing two-day service credits every term as incentives for coaches and increasing allowances for athletes. In addition, coaches should also be sent for more training specifically applicable to coaching to be updated with new trends.

Keywords:Coaching, sports, efficacy, physical education, competition