Publication
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
Awards
- INTERNATIONAL
- Best Paper, IRICEEA, December 4, 2024
- LOCAL
- Best Presenter, Most Articulate, and Best in Power Point Presentation, 9th regional Research Congress, May 4-5, 2026
- 2026 Gawad Saliksik, October 15, 2026, UNP, Vigan City
Presentation
- Teachers as Intercultural Communicators: Assessing the Intercultural Communicative Competence and Sensitivity of Professional Teachers (2026), SDG 4
- Employability and Productivity of the Graduates of the College of Teacher Education-Graduate Studies (2025), SDG 4, 8
- 21st Century Learning Skills and Practices: A Comparative Study (2024), SDG 4, 9, 10
- Translanguaging Practices and Language Identities of Prospective English Teachers (2024), SDG 4, 5, 10
Citations
- Teachers’ perceptions of gender inclusive language in the classroom (2023), SDG 4, 5, 10 – https://www.researchgate.net/publication/368719176_Learning_teaching_and_policy_making_in_VET_Emerging_issues_in_research_on_vocational_education_training_Vol_8#page=294
- Teachers’ perceptions of gender inclusive language in the classroom (2023), SDG 4, 5, 10 – https://educar.uab.cat/article/view/v59-n1-sepulveda
- Integration of Intercultural Communicative Competence: A case of English Language Teachers in Higher Education (2022), SDG 4, 10, 16 – https://www.ijscl.net/article_253437_0d905d110c917194482b47bd0d4ecd42.pdf
- Teachers’ Perceptions of Gender Inclusive Language in the Classroom (2022), SDG 4, 5, 10 – https://dialnet.unirioja.es/servlet/articulo?codigo=8479057
- Teachers’ perceptions of gender inclusive language in the classroom (2022), SDG 4, 5, 10 – https://www.academia.edu/download/95854262/pdf.pdf
- Integration of Intercultural Communicative Competence: A case of English Language Teachers in Higher Education (2022), SDG 4, 10, 16 – https://oapub.org/edu/index.php/ejes/article/view/4552
- Teachers’ perceptions of gender inclusive language in the classroom (2022), SDG 4, 5, 10 – https://dialnet.unirioja.es/servlet/articulo?codigo=8479057
- Integration of Intercultural Communicative Competence: A case of English Language Teachers in Higher Education (2022), SDG 4, 10, 16 – https://etd.uum.edu.my/10290/2/s901631_02.pdf
IP Registration
Others (Peer Review, Research Consultancy)
- Reviewer – A Structural Model of Factors Infleuncing Primary School Teachers’ Competence in Applying Artificial Intelligence in Teching in Northern Mountainous Vietnam