Teachers’ Professional Growth and Gender Issues

ABSTRACT:This research aimed to determine the teachers’ professional growth and gender issues. The study’s respondents were 321 students of the Graduate School of Laguna State Polytechnic University, Santa Cruz Laguna Philippines who happened to be teachers from the basic education and tertiary level. The researchers utilized a descriptive-quantitative approach using a simple random sampling technique, frequency distribution was used to determine the respondent’s profile, mean and standard deviation were used to determine the level of professional growth and gender issues, while the Pearson moment correlation coefficient was used to measure the relationship between the demographic profiles and gender issues, and the relationship between professional growth and genders issues. Results revealed that the majority of the participants belong to the age group 36-40. Also, in terms of sex and civil status, the majority were female and single respectively. Further, most of the participants were in the teaching force, belonging to 11-15 years in service with the academic rank of T1 to T3, and with a permanent employment status. Findings also revealed that the level of professional growth in terms of career advancement, work environment, workplace empowerment, and promotion were highly evident to very highly evident among the participants of the study. Furthermore, the level of gender issues in terms of gender stereotyping, gender bias, and gender discrimination were highly evident. Lastly, the study findings show that the relationship between the demographic profiles and gender issues, and the relationship between professional growth and gender issues are both significant.

Keywords: Teachers’ professional growth, Gender Issues, Career advancement, Workplace empowerment.