TEACHERS’ CLASSROOM MANAGEMENT STYLES: INPUTS TO THE DEVELOPMENT OF GENDER TRANSFORMATIVE MECHANISMS

Authors: Maria Glenda O. De Lara, PD.TQM, Erlene Joy D. Esperancilla, Maed, Christine Andrea O. De Lara & Christian Dave Andres

ABSTRACT

Educational institutions play a critical role in promoting gender equality and inclusive learning environments. This study examines teachers’ classroom management styles and their contribution to the development of gender-transformative mechanisms within educational settings. Using a qualitative phenomenological research design, the study explores educators’ perceptions and practices related to gender-neutral classroom management strategies. Data were collected through semi-structured interviews with teachers from selected state universities and colleges in Metro Manila. Findings indicate a growing trend toward gender-inclusive teaching practices, particularly in leadership selection, classroom participation, role assignments, and decision-making processes. Most educators demonstrate an awareness of gender equality by prioritizing merit-based practices rather than gender-based assumptions. However, some traditional perceptions persist in certain classroom contexts. The findings underscore the importance of ongoing professional development programs that foster gender-sensitive teaching practices and promote inclusive classroom environments. The study contributes to the growing body of literature on gender-inclusive pedagogy and provides insights for developing mechanisms that promote gender equality in education.

Keywords: classroom management styles, gender-inclusive education, gender-transformative mechanisms, inclusive pedagogy, educational equity

REFERENCES

  1. Banks, J. A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives (10th ed.). Wiley.
  2. Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approach (5th ed.). SAGE Publications.
  3. Gorski, P. C., & Swalwell, K. (2015). Equity literacy for all. Educational Leadership, 72(6), 34–40.
  4. Kimmel, M. S., & Aronson, A. (2017). The gendered society. Oxford University Press.
  5. Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.
  6. (2020). Gender equality in education: Policy and practice. UNESCO Publishing.
  7. Zahner, S., & Stoffregen, J. (2021). Gender dynamics in classroom participation. Teaching and Teacher Education, 98, 103243.