Gender- Responsive Pedagogy and Attitude toward Sensitivity in Basic Education

Abstract

Gender-Responsive Pedagogy and Gender-Sensitive Attitude are crucial elements in fostering inclusion and gender equality in the basic education environment. Education has traditionally placed a high priority on gender concerns. The study aimed to document the gender-responsive pedagogy and attitude toward sensitivity in basic education among public elementary schools. Furthermore, this attempted to determine if there is a significant relationship between the gender-responsive pedagogy and teacher’s attitude and the parameters of gender sensitivity. Using a descriptive research design, it involved 147 elementary school teachers of the Sto. Angel District, Division of San Pablo City. The researcher utilized a survey questionnaire as the primary source of gathering data from the respondents to determine and interpret the gender-responsive pedagogy and attitude toward sensitivity in basic education among public elementary schools which underwent internal and external validation through the help of the panel of examiners and group of teachers. The study revealed that most of the parameters under observation of gender-responsive pedagogy and gender-sensitive attitudes are significantly related to schools’ sensitivity in basic education.