SURVEY-QUESTIONNAIRE

Gender-Sensitive Instruction of Teachers in Teaching

Elementary Grades in Iba District

Part I. Profile of the Respondents

Instruction: Please put a check mark ( / ) on the box beside
the item that corresponds to your answer.

1.1 Age
___ Less than 26 years ___ 46-55 years
___ 26-35 years ___ 56 years and above
___ 36-45 years

1.2 Sex
___ Male ___ Female

1.3 Academic rank

____ Teacher I ____ Master Teacher I

____ Teacher II ____ Master Teacher II

____ Techer III ____ Master Teacher III

1.4 Number of teaching years

____ 1 year ____ 2 years ____ 3 years ____ 4 years

____ 5 years _____ 6 years _____ 7 years ____ 8 years and above

PART II. Challenges

Instruction: Please put a check mark ( / ) on the box beside

the item that corresponds to your answer. The scales below
with corresponding descriptions and interpretations will be
used:

4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
2.1 Delivery of subject matter 4 3 1
 See to it that students reflect about genderrelated structural dependencies/
constraints within their domain, work environment, and job market.
Adjust my lesson content taking into consideration my male and female
students’ maturity, prior experiences, and social value.
Present the subject matter which can be easily learned through optimal
replacement, appropriate organization and sequencing of contents.
Develop objectives considering cultural aspects and gender dimensions.
Regularly check and verify the content to determine if it is within the context of
the existing reality about the role of male and female in a society and
government.
2.2 Selection of learning evaluation 4 3 1
Choose an objective criterion in the evaluation of my male and female students
performance in class.
Ensure that my male and female students perform equally well in learning
outcome measures.
Include gender competence in my learning evaluation/criteria.
Use a professional judgment in developing the problem, question or statement
and scoring the final product regardless of sex.
Utilize gender-neutral words, examples, and images/photos in my test papers,
activity sheets and the like.
2.3 Design of didactics 4 3 1
Help promote gender equality and sensitivity inside the classroom through giving
equally intensive and constructive feedback to male and female students.
Make a seating plan that supports equal participation regardless of their sex.
Look at my male and female learners as unique individuals, and not through
gender-based perspectives.
Always address male and female students equally and with similar stimulating
demands.
Call on or talk to both female and male students in a balanced way.
2.4 Localization 4 3 1
The teacher acknowledges and addresses the local
issues and challenges that affect the students’
learning and well-being.
The teacher adapts the subject matter and the
didactics to the local context and culture of the
students.
The teacher respects and values the local language and
dialect of the students.
The teacher collaborates with the local stakeholders
and partners in the planning and implementation of the
subject matter and the didactics.
The teacher engages the students in learning activities that are relevant and
meaningful to their local community.
2.5 Contextualization 4 3 1
I use real-world examples that are relevant to both
female and male students when teaching new concepts.
I make sure that the themes, subjects, and pictures in
my teaching materials reflect the diversity of gender
identities and expressions.
I avoid using gender stereotypes or biased language
when communicating with my students.
I encourage my students to explore different
perspectives and experiences of people of different
genders in various contexts.
I collaborate with other teachers and school staff to
create a gender-sensitive learning environment for my
students.

THANK YOU!