CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Education is a powerful tool in creating a world free of prejudice, oppression and

inequality. Through education, educators can inculcate to the learners’ mind a whole

new concept of a just world. Education can be used as a platform of raising voices and

awareness to issues that were left unnoticed. One of which is Gender Equality.

Gender Equality refers to the principle asserting the equality of men and women

and their right to enjoy equal conditions realizing their full human potentials to contribute

to and benefit from the results of development and with the state recognizing that all

human beings are free and equal in dignity and rights (Gender Equality Guide Book 3).

Some of the features which Gender Equality fights are Gender Equity, Gender

Sensitivity and Language Sensitivity.

In the recent results of the World Economic Forum (WEF)’s Global Gap report in

2017, the stakes for Gender Equality is low. It showed that the Philippines dropped

three notches down to the tenth spot of the latest Global Gender Gap Index. The

Philippines scored 0.790 in overall global index on closing the gender gap (GMA News

Online Portal, Nov. 2,2017) This is an alarming news since in 2016, Philippines was

ranked as the world’s seventh most gender equal society among 144 countries and it

ranked first in Asia (Mercurio, 2016).

 The WEF (World Economic forum) measures the progress of contries towards

gender parity through four dimensions: Economic Participation and Opportunity,

Educational Attainment, Health and Survival, and Political Empowerment.

Based on the recent standing of the Philippines on Gender Equality, road blocks

remained. One of which is the lesser regard to gender sensitive language. In fact, our

commander-in-chief Pres. Rodrigo Duterte has been criticized about his colourful

language which includes sexist innuendos. Even before he assumed office, he was

bombarded with the same criticism. During a campaign rally, then Mayor of Davao,

President Duterte relayed a rape joke about an Australian missionary which later earned

a public ire (Corrales,2016). In a presidential speech in front of the troops who will be

sent to Mindanao, the President relayed another rape joke. He said “If you go down, I

go down. But for this martial law and the consequences of martial law and the

ramifications of martial law, I and I alone would be responsible. Just do your job, I will

take care of the rest,” He further jested, “If you had raped three, I will admit it, that’s on

me.”(www.aljazeera)

Another controversy aroused because of gender an insensitive remark. During a

confirmation hearing of Secretary Judy taguiwalo, Sen. Vicente Sotto asked taguiwalo

why she had two daughters but she was single. Sen. Sotto further added that “Ah in

street language, when you have children and you’re single, ang tawag diyan “na-ano

lang” (Inquirer.net)

Philippines may have achieved in almost closing in gender gap but there is still a

great deal for gender sensitivity. There is a need to highlight the gender sensitivity issue
since it affects the social aspect of a person. Gender sensitivity education is a basic

need that a person irrespective of race, gender or any background cannot be denied at

any condition. Gender sensitivity can be defined as the act of being aware of

constructed assumptions of gender and they impact our practices. This is often

expressed through people’s language choice.

Gender sensitivity is not about pitting women against men. It is about putting

them in a pedestal wherein equal opportunities, conditions and actions are given.

Education that is gender sensitive benefits members of both sexes. It helps them

eliminate and discern which assumptions in matters of gender are valid and which are

stereotyped generalizations. Gender sensitivity does not only require intelligence and

effort but also awareness and open-mindedness to change one’s views and limited

perspectives and values.

The concern for gender equality in and through education is critical because it is

a major force that will help trigger change but this will occur only when teachers and

learners are assisted in adopting positive ideologies for gender equality. In this regard,

teachers are strategically positioned to act as agents of change in order to achieve

gender equality, especially through what they teach, how they teach and how they role

model their own attitudes. The problem is teachers do not come into classrooms as

gender- neutral persons. They have likely have internalized patriarchal gender ideology

through their upbringing and socialization. These patriarchal gender ideologies impact

on hidden curriculum that is oftentimes influential in classrooms.

 The Researcher believes that a student must be placed in an environment

wherein he/she is free from gender roles this society assigned to him/her. A child will

feel more confident to himself/herself if the instruction, environment and language are

directed to the notion of gender sensitivity. That’s why the researcher would like to

pursue a study on Gender Sensitivity in English Instruction. The study will assess

specifically how gender sensitive teachers are in their English instruction.

Theoretical Background

The issue on gender is based on three categories: biological, psychological and

sociological. How gender is perceived based on the three categories greatly affects its

manifestations within education.

One of the theories this study utilizes is the Feminism Theory which came in

different waves. The first wave fought for the political rights of women who were at that

time denied of suffrage. The second wave came and it focused

One of the theories this research used is the Self-Fulfilling Prophecy by Robert

Merton (1948) which was defined as a quintessential process which involves people’s

notions and beliefs transforming into social reality. It occurs when one person causes

her or his own false beliefs about another person to become true. Merton added that the

Self-Fulfilling Prophecy is capable of creating a large scale of social problems such as

inequalities.(International Encyclopedia of the Social Sciences, 2nd Edition)

One of the most prevalent inequalities present in this generation is Gender

Inequality and Sexism

 Self-Fulfilling Prophecies are present in Gender Stereotypes which was defined

by Cheal, 2002 as the oversimplified and standardized gender concepts that are

commonly help by members as of a group. These preconceived concepts are socially

constructed and condition the minds of the learners. Some of the examples of gender

stereotypes are that males are competitive, strong and aggressive and independent

whereas females are sensible, submissive and dependent. Unless these roles are

challenged, we become products of this conditioning.

If learner’s capacity is being categorized by the existence of gender stereotypes

there is a possibility that career choices will be skewed by gender. Sanders, 2005 said

that Gender biased education that can lead to the waste of human talent and resources,

producing unfavourable effects on productivity, economic competitiveness and not at

least, the well-being of the person. (www.equality.gov.net)

Review of Related Literature

Education is one of the channels to close the gap of gender disparity. Education

that empowers equality of gender, freedom of gender stereotypes and sensitivity to

gender biased language can help empower both sexes to maximize their best

potentials. In order to achieve those ideals, the United Nations included in the UN

Millennium Development Goal (MDG) the promotion of gender equality and

empowerment of women through equal access of education for both boys and girls in

primary and secondary school by 2005 and in all levels by

2015(www.un.org/milleniumgoals as cited by Correa-Fernandez et al, 2015)

 Education is a very effective tool in broadening correct notions and beliefs about

gender. In fact, Sherali et al highlighted that the influence of teachers and educators on

gender roles of their students immensely affects their educational outcomes as well as

their roles in contemporary society( (2010). If a teacher is not sensitive enough in

addressing the gender disparity, chances are it will make subtle influences on the

learner’s part. It should be realized that teachers are a critical force in achieving the

Education for All(EFA) goal number 5 which is the elimination of gender disparities in

primary and secondary education and in attaining gender equality.

Empirical studies show that the binary conception of what gender is continues to

be constructed in teaching (Grossman & Grossman, 1994). It can be implicitly

transferred through the so called hidden curriculum which is unique to each teachers,

professors and educators. If we are to be gender-sensitive, the influence of teachers

and educators as change agents in this area cannot be underestimated.

One of the aims of this research seeks is to determined what are the factors that

mainly affects the teacher in their Gender Awareness.

In the Developing Gender Responsive Learning Environments funded by IREX,

Gender Awareness is defined as the understading that there are differences between

women and men determined socially and culturally based on learned behaviour. This

understanding affects their ability to access and control resources. This has implications

for the students’ learning (UNESCO,2009:9)

A study on the Gender Awareness of the Faculty, Staff and College Students of

ASIST by Alagao et al, 2013 linked age, position, civil status, educational attainment
and religion to gender awareness. the stuy found out that the respondents composed of

55 faculty, 23 staffs and 194 college students have moderate awareness regarding the

gender equality law. Aside from that, the college student moderately agree on the

superiority of men over that of the women and the male staff and faculty respondents

agree with the perception of the students.

 THEORY
LEGAL BASES
 Self-Fulfilling Prophecy
 1987 Philippine Constitution
by Robert Merton  Magnacarta on Women

 Feminist Theory

High School English Teachers

 Age
 Gender
 Trainings and Seminars
attended
 No. of Years of Teaching
 Highest Educational
Attainment
 THE PROBLEM

Statement of the Problem

This study seeks to identify the factors affecting Gender Sensitive Instruction and

the level of Gender Sensitivity of the English teachers in Blessed trinity College, Bohol

Institute of technology and North Coast Bohol Institute Inc. All of which are private

schools operating in talibon, Bohol.

Specifically, it sought to answer the following sub-problems in terms of:

1. What is the profile of the English Teachers

1.1) Age;

1.2) Sex;

1.3) Religion;

1.4) No. years of Teaching

 1.5) Civil Status;

1.6) Highest Educational Attainment?

2. What are the factors that affect Gender Sensitive Instruction?

3. Is there a significant difference between the factors identified and the respondents

profile when they are grouped according to:

3.1) Age;

3.2) Sex;

3.3) No. years of Teaching

3.4) Civil Status;

3.5) Highest Educational Attainment

4. What is the level of Gender Sensitivity of the teacher in their instruction?

5. Is there a significant relationship between the respondents’ profile and their level of

Gender Sensitivity in terms of age, sex, civil status and no. of years of teaching?

Hypotheses

1.) There is no significant relationship between the teachers’ self-efficacy and their

level of readiness in the implementation of the K-12 curriculum.

2.) There is no significant difference in the level of readiness between Cluster A and

Cluster B.

3.) There is no significant relationship between the teachers’ self-efficacy and their age

and no. of years of teaching.

Significance of the Problem

 This study will benefit the following individuals or groups.

Teachers. Teachers will be benefited from this study for they will know what

aspect of their teaching they are going to improve to ensure the reinforcement of K-12

curriculum.

School Administrators. Those principals who manage the schools will benefit in

this study for it will give them insights on how ready are the teachers in the

implementation of the K+12 curriculum and address to the higher authority whatever

problems are identified in this study.

Students. Students especially those who are in the secondary level will definitely

benefit from this study for they will know how ready are their educators to provide

quality education with the implementation of the new curriculum.

Government officials. It will benefit those who are in the position as public

servants for it will serve as an eye opener for them on what actions to take on the

implementation of the new curriculum in schools.

Parents. This study will also benefit those who bring their children to school for it

will give them the knowledge on how ready are the teachers to provide the quality

education brought by the implementation of the new curriculum.

Scope and Limitations

This study was limited only to determine the profile, self-efficacy and the level of

readiness of teachers who are handling English subjects in the Clusters A and B high
schools of Tagbilaran City in the S.Y 2014-2015. The researchers relied on the

responses given by the respondents.

In as much as the researchers would like to include all the English teachers, time

and finances have constrained them to do so.

RESEARCH METHODOLOGY

Research Design

The study used the descriptive-correlation and comparative types through the

modified questionnaire to gather data. This was used in order to analyze and interpret

the results gathered. To have the best and reliable information, the researchers

depended so much on the answers solicited from the participants.

Research Environment

The research study was conducted at randomly selected Cluster A and Cluster

B high schools in Tagbilaran City which is the capital of the province of Bohol, and its

only city. It is bounded on its western and southwestern sides by 12.2 kilometres of
coastline. The city is composed of ten public high schools and seven private high

schools sectarian and non – sectarian.

Research Participants

The respondents of the study were the English teachers of the randomly

selected schools in Tagbilaran City specifically at Bohol Wisdom School, Holy Spirit

School of Tagbilaran, and Holy Name University for the private that were categorized as

Cluster A and Dr. Cecilio Putong National High School, Mansasa National High School,

and Tagbilaran City Science High School for the public schools and these were

categorized as Cluster B. There were 21 English teachers who were made to answer

the questionnaires provided by the researchers, 12 of them are from the Cluster A and 9

are from the Cluster B.

Research Instrument

The study used a modified questionnaire to determine the self-efficacy and level

of readiness of English teachers of the Clusters A and B high schools of Tagbilaran City

which was personally distributed by the researchers. The statements were based from

the Department of Education K-12 curriculum guide for English. The questionnaire was

divided into three parts. Part one was designed to get the profile of the respondents in

terms of their age, gender, years of teaching and relevant trainings attended. The

relevant questions to determine the level of readiness of English teachers in the

implementation of the Enhanced Basic Education Act of 2013 were enumerated in part

two. The responses were categorized as:

 (3) Very Ready – I have knowledge on how to do it and I have tried

accomplishing it several times.

(2) Ready – I have knowledge on how to do it but I have never tried doing it.

(1) Not Ready- I don’t have knowledge on how to do it and I have never tried

doing it.

Part three of the questionnaire was designed to get the level of self-efficacy of

English teachers. The responses were categorized as:

(3) Agree – I frequently feel this way.

(2) Moderately Agree – I sometimes feel this way.

(1) Disagree – I do not feel this way.

Research Procedure

Gathering of data. A letter was sent to the City Schools Division Superintendent

and to the principals of the Clusters A and B high schools of Tagbilaran City to allow the

researchers to conduct the study in their schools. The questionnaires were given

personally to the English teachers and were collected right after they answered the

questions.
 After gathering all the necessary data, it was tabulated and interpreted by the

statistician for proper statistical treatment.

Treatment of Data. In order to accurately analyze and interpret the data, they

were entered into different tables.

1. Weighted Mean was used to determine the average of the respondents’ age

and years of teaching.

∑ 𝑤𝑓
𝑊𝑚 =
𝑁

2. Pearson Product-Moment Correlation was used to determine the correlational

relationship between self-efficacy and the variables age and years of

teaching.

n  XY   X  Y
r XY 
 n X 2   X 2   n Y 2   Y 2 
       

Where:

n  number of pairs

Xi 
values for variable x

Yi 
values for variable y
Interpreting a Correlation Coefficient

Size of the Correlation Coefficient General Interpretation

0.90 to 1.00 Very strong relationship

0.70 to 0.89 Strong relationship

0.40 to 0.69 Moderate relationship

0.20 to 0.39 Weak relationship

0.00 to 0.19 Very Weak or no relationship

The list below shows how the readiness scores were qualified by adding the

readiness answers to get the readiness score (24-72) then divide the readiness score

by 24 to get the mean readiness score (1-3).

Interpreting the Readiness Scores:

1.00-1.50 – Not Ready

1.51-2.50 - Ready

2.51-3.00 - Very Ready

 DEFINITION OF TERMS

The following terms were commonly used throughout the study. These terms are

defined in the context of this research for better understanding.

Clusters A. It refers to the selected private schools of Tagbilaran City.

Clusters B. It refers to the selected public schools of Tagilaran City.

Level of Readiness. It refers to teachers’ preparedness along with the

implementation of the K to 12 Education Program.

Level of Self-Efficacy. It refers to the teachers’ beliefs in his or her own ability to

complete tasks and reach goals which were classified in two levels namely high and low

self-efficacy.

Organizational Readiness. It refers to organizational members' change

commitment and change efficacy to implement organizational change.

 Sense of Coherence. A view of the world and the individual's environment as

comprehensible, manageable, and meaningful, claiming that the way people view their

life has a positive influence on their health.