Examining Teachers’ Awareness of Gender-Responsive Teaching Through a School Learning Action Cell (SLAC): A One-Group Pretest–Posttest Study
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Abstract
Background and Aim: Integrating Gender and Development (GAD) principles into classroom instruction is a key mandate of the Philippine Department of Education. However, despite established policies and institutional guidelines, many teachers still encounter difficulties in translating gender-responsive concepts into effective classroom practices. This study evaluated the effectiveness of a School Learning Action Cell (SLAC) session in improving secondary school teachers’ knowledge and awareness of gender-responsive teaching.
Materials and Methods: A quantitative one-group pretest–posttest design was employed with 30 secondary school teachers. Data were collected using a researcher-developed instrument composed of Likert-scale statements and situational items administered before and after a structured SLAC session. The intervention focused on key principles, policies, and practical applications of gender-responsive teaching. Descriptive statistics were used to summarize participants’ responses, while a paired-samples t-test was conducted to determine whether the difference between pretest and posttest scores was statistically significant.
Results: Participants demonstrated generally favorable baseline awareness of gender-responsive teaching (M = 3.99, SD = 0.68). Knowledge scores increased from the pretest (M = 8.90, SD = 2.50) to the posttest (M = 9.77, SD = 1.72). The paired-samples t-test showed a statistically significant improvement, t (29) = –3.21, p = .003. The lower posttest standard deviation also indicated greater consistency in participants’ understanding after the intervention.
Conclusion: A single, well-designed SLAC session can significantly improve teachers’ knowledge and awareness of gender-responsive teaching within a limited period. Nevertheless, sustained, scenario-based professional development is recommended to strengthen teachers’ confidence and competence in addressing more complex gender-related classroom situations.
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