Gender Sensitive Approaches in Teaching Physical Education Among Tertiary School Teachers in Batangas Province

Abstract

This study examined gender-sensitive approaches in teaching Physical Education among tertiary school teachers in Batangas Province. Specifically, it determined the teachers’ level of awareness, the extent of their utilization of gender-sensitive teaching approaches, the relationship between awareness and utilization and challenges encountered as basis for a proposed enhancement program.

Findings showed that tertiary PE teachers were highly aware of gender-sensitive approaches in terms of gender concepts and issues, utilization of activities, and the importance of gender sensitivity in PE, with a moderate level of awareness in training and professional development. The teachers also demonstrated high utilization of gender-sensitive practices in inclusive language and communication, balanced activity design, and classroom management, although some gaps remained in LGBTQ+ inclusivity, gender-neutral grouping, and certain classroom routines. Results further revealed a moderate positive and statistically significant relationship between awareness and utilization of gender-sensitive approaches (r=0.585, p<0.001) (r=0.585, p<0.001), indicating that greater awareness is associated with better application of inclusive teaching practices. The most common challenges included gender stereotypes affecting student participation and confidence, differences in physical ability across genders, lack of clear policies, limited institutional support, and large class sizes.

Based on these findings, the study concluded that tertiary PE teachers in Batangas Province possess strong conceptual awareness and generally apply gender-sensitive strategies effectively, but need stronger institutional support, clearer policies, and more sustained professional development to close the gap between awareness and practice. A proposed program titled “EQUITY in Motion: Bridging Gender Awareness to Inclusive PE Practice” was developed to strengthen inclusive pedagogy, improve LGBTQ+ responsiveness, and enhance the teaching strategies of PE teachers.