2. WHAT IS TEMPERAMENT?
• Temperament is an old word with multiple meanings, but in modern use it
typically refers to the usual attitude, mood, or behavior of a person.
(merriam-webster.com)
• This refers to certain emotional predispositions of an individual. Some
emotional patterns such as rage, some forms of fear, and lust are inborn.
One with a poor temperament is easily irritated and emotionalized even
with trivial matters will have many social as well as learning problems
that may retard his learning progress.
3. WHAT IS TEMPERAMENT?
• In psychology, temperament broadly refers to consistent individual
differences in behavior that are biologically based and are relatively
independent of learning, system of values and attitudes. (Wikipedia)
• The Oxford dictionary defines temperament as a person's nature shown in
how they behave or react to people or situations.
4. WHAT IS TEMPERAMENT?
• Temperament is an old word with multiple meanings, but in modern use it
typically refers to the usual attitude, mood, or behavior of a person.
(merriam-webster.com)
• This refers to certain emotional predispositions of an individual. Some
emotional patterns such as rage, some forms of fear, and lust are inborn.
One with a poor temperament is easily irritated and emotionalized even
with trivial matters will have many social as well as learning problems
that may retard his learning progress.
5. Theoretical Framework
This study was anchored on Contingency Theory of Change by
French. The Contingency Theory of Change posits that the
effectiveness of organizational change efforts depends on the
alignment between the change interventions and the specific
contingencies or characteristics of the organization. According
to this theory, there is no universal approach to change that
will work for all organizations. Instead, change strategies must
be tailored to fit the unique circumstances of each
organization.
6. Conceptual Framework
Gender Sensitive
Pedagogical Practices
-Delivery of the subject
matter
-Organization of the
learning experience
-Design of didactics
strategies
-Selection of the
learning evaluation
Strengthened Gender
Integration in
Pedagogical practices
and changed behavior
of faculty members
towards becoming a
more gender-sensitive
educator
Survey
Input Process Output
7. Respondents
A total of twenty five (25) faculty members from the Education
Department of Iloilo Science and Technology University – Miagao
Campus for the AY 2022-2023 served as respondents of the study. The
researchers purposively selected these professors and instructors for
they were licensed teachers, graduate degree holders of education-
related programs, and teaching for more than 5 years in tertiary
level.
8. Results and Discussion
A. Describe the gender sensitive pedagogical practices of the respondents as to Delivery of the
Subject Matter.
Overall Mean: 4.48 Verbal Interpretation: Highly Integrated
In general, the table confirms that the respondents highly integrate (4.58) gender sensitive
pedagogical practices in terms of the delivery of subject matter. This implies that teachers at ISAT U MC
recognizes the importance of integrating gender-sensitive pedagogical practices in the delivery of
subject matter for it will create a more equitable and inclusive educational experience. This will also lead
to equality, critical thinking, empathy, and academic success. It helps challenge stereotypes, address
diverse learning needs, and create an inclusive learning environment where all students regardless of
their gender can thrive and reach their full potential. This findings is supported by Eurydice who said
that gender equality should be an interdisciplinary theme which teachers can develop within the context
of their particular subject, confronting prejudice and promoting more gender-inclusive alternatives.
9. Results and Discussion
B. Describe the gender sensitive pedagogical practices of the respondents as to Organization of the
Learning Experience.
Overall Mean: 4.42 Verbal Interpretation: Integrated
As a conclusion, faculty members of ISAT U MC integrates gender sensitive pedagogical practices in
terms of organization of the learning experience with overall mean of 4.42. This is a clear expression that
this pedagogical practices were integrated in the University’s curriculum therefore, creating an
environment that celebrates diversity, challenges gender norms, and promotes equality, leading to
more inclusive and empowering educational outcomes.
10. Results and Discussion
C. Describe the gender sensitive pedagogical practices of the respondents as to Design of Didactics
Strategies .
Overall Mean: 4.40 Verbal Interpretation: Integrated
Generally, faculty integrates gender-sensitive pedagogical practices in the design of didactic
strategies (4.40). This is crucial to ensure equity, challenge stereotypes, improve learning outcomes,
foster social and emotional development, prepare students for the real world, and meet legal and policy
requirements. By doing so, teachers can create an inclusive and empowering learning environment that
benefits all students. According to Grace, teachers need to focus on each individual learner’s skills and/or
weaknesses, and thus conduct a class session free from gender bias.
11. Results and Discussion
D. Describe the gender sensitive pedagogical practices of the respondents as to Selection of the Learning
Evaluation .
Overall Mean: 4.51 Verbal Interpretation: Highly Integrated
As a conclusion, the respondents highly integrate (4.51) gender sensitive selection of the learning
evaluation in their pedagogical practices. By incorporating gender-sensitive evaluation in pedagogical
practices, teachers can create a more inclusive and empowering learning environment that respects and
values the diverse identities, strengths, and needs of all students, irrespective of their gender. This
findings is supported by Feingold who said that certain types of assessment favor boys over girls. Hence,
diversity among learners makes it imperative for educators to evolve inclusive assessment strategies
which are free from all biases.
12. Conclusion
Respondents of this study recognizes that gender fair pedagogy in
terms of the delivery of the subject matter, organization of the
learning experience, design of didactics strategies, and selection of the
learning evaluation prepare students for the realities of the modern
world. In today's society, gender roles and expectations continue to
evolve, and individuals are increasingly challenging traditional
norms. By practicing gender fair pedagogy, teachers equip students
with the critical thinking skills and perspectives necessary to navigate
and succeed in a diverse and rapidly changing world.
13. Recommendations
For gender sensitive pedagogical practices in terms of
delivery of the subject matter
ISAT U MC may provide professional development opportunities for teachers to
enhance their understanding of gender-sensitive pedagogy. Offer workshops, training
sessions, and resources that will equip teachers with the knowledge and skills to create
gender-inclusive learning environments.
The administration might consider investing in teaching materials, textbooks, and
resources that will reflect a diverse range of gender identities and experiences.
Teachers might as well include in their lessons readings, images, and examples that
showcase the contributions and perspectives of people from different genders, cultures,
and backgrounds.
14. Recommendations
For gender sensitive pedagogical practices in terms of
organization of the learning experience
Teachers are advice to carefully choose textbooks, readings, and examples that
include diverse gender identities and reflect a range of experiences and perspectives.
Teachers are encourage to provide a mix of individual, small-group, and whole-
class activities to cater to different learning styles and preferences. Avoid assigning
tasks or roles based solely on gender stereotypes.
Teachers must regularly assess and evaluate the effectiveness of their strategies for
promoting gender-sensitive pedagogical practices. Seek feedback from students and
colleagues, and make adjustments as necessary to ensure ongoing improvement.
15. Recommendations
For gender sensitive pedagogical practices in terms of
design of didactics strategies
Teachers will continue to design activities that encourage active participation and
engagement for all learners. This may include group discussions, hands-on projects, role-
playing, and problem-solving exercises. Ensure that the activities offer equal opportunities for
all students to contribute and express themselves.
ISAT U MC Administration through GAD office will continue to sponsor professional
development opportunities for teachers that focus on gender-sensitive didactic strategies.
Require teachers to attend workshops, seminars, or online courses that provide insights and
tools for designing inclusive instructional practices.
Benchmarking activities is also recommended. Engage in conversations and
collaboration with colleagues from other academic institutions to share best practices and
resources for promoting gender-sensitive pedagogy. Work together to develop and implement
strategies that create a healthy learning environment for all gender.
16. Recommendations
For gender sensitive pedagogical practices in terms of
selection of the learning evaluation
Teachers must avoid gender bias in assessment criteria. Office of Instruction should
encourage and monitor teachers to review their assessment criteria to ensure that they
are gender-neutral and do not favor or disadvantage any gender. Teachers should use
clear and objective criteria that focus on the mastery of learning outcomes rather than
personal traits or gender-related stereotypes.
Teachers should ensure diversity in assessment content. When designing exams or
assignments, they should include diverse examples, scenarios, and perspectives that
reflect different gender identities and experiences. This will help students feel
represented and ensures that assessment content does not reinforce gender stereotypes.
