Gender Inclusivity: Exploring

the Pedagogical Practices of

Elementary Education Teachers
 Significance of the Study
Describe how gender perspectives can be systematically
incorporated into elementary teaching through curriculum design
and constructive aligned teaching

Discuss whether the desribed pedagogical practices and gender

inclusivity in elementary education have the potential to promote
students systematic acquisition of values, knowledge, and skills
as a precondition for improving sustainable pedagogical
practices.
 Statement of the Problem
1) What pedagogical styles do elementary teachers use for effective
teaching while recognizing gender inclusivity when classified according
to sex and grade level?
2) How do the pedagogical practices among elementary teachers observe
gender inclusivity in a classroom when classified according to sex and
grade level??
3) Is there a significant relationship between pedagogical practices and
gender inclusivity of teachers when grouped according to sex and grade
level?
 Hypothesis
1) There is no significant relationship between pedagogical
practices and gender inclusivity of teachers when grouped
according to sex and grade level.
Conceptual Framework
 Methodology
1) Descriptive-survey research; Quantitative
2) Validated researcher-made questionnaire
3) Percentage, mean for descriptive analysis and inferential
analysis.
4) The respondents of this research are the selected elementary
teachers Miagao East Central Elementary School.
 Participants

 Miagao East Central Elementary School

 Target Beneficiaries
1) Gender And Development
2) School Administration
3) Teachers
4) Pupils
5) Parents
6) Future Researchers
Thank you!
“No Child Left Behind Policy”:
Exemplifying the
Implementation on Elementary
School
 Significance of the Study
 Investigate how the “No Child Left Behind Policy” is being
implemented.
 Describe the implementing features of the “No Child Left
Behind Policy”.
 Give feedback to the curriculum planner, teachers,
administration, and parents on how to improve, expand, and
reach the maximum potential of the policy.
 Statement of the Problem
1) How do respondents perceive the benefits of the “No Child
Left behind Education Policy”?

2) How does the “No Child Left behind Education Policy” affect
the teachers’ decision in promoting pupils?

3) What are the experiences of elementary teachers in

implementing “No Child Left behind Education Policy”?
 Methodology
1) Qualitative Research approach.
2) Interview as guide questionnaire.
3) Purposive Sampling
4) The participants of this research are the selected elementary
teachers from Miagao East and Miagao West Central
Elementary School.
 Participants

 Miagao East Central Elementary School

 Target Beneficiaries
1) Pupils
2) Teachers
3) Administration
4) Elementary parents
5) Curriculum planners
6) Future researchers
Thank you!