Villa, Rozen Cabico

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