ESP-3850

Published

2025-09-23

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Vol. 10 No. 9 (2025): Published

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Research Articles

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Copyright (c) 2025 Michael Angelo A. Legarde, Ivy M. Nazareth, Jason V. Chavez, Alprince King A. Biri, Erwin B. Berry, Kier P. Dela Calzada, Analiza B. Calles

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How to Cite

Michael Angelo A. Legarde, Ivy M. Nazareth, Jason V. Chavez, Alprince King A. Biri, Erwin B. Berry, Kier P. Dela Calzada, & Analiza B. Calles. (2025). Deliberate behavior modelling of teacher education faculty in integrating gender and development concepts among higher education learners. Environment and Social Psychology, 10(9), ESP-3850. https://doi.org/10.59429/esp.v10i9.3850

Deliberate behavior modelling of teacher education faculty in integrating gender and development concepts among higher education learners

Michael Angelo A. Legarde

Graduate Education Department, Palawan State University, Puerto Princesa City 5300, Philippines

Ivy M. Nazareth

College of Teacher Education, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Jason V. Chavez

School of Business Administration, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Alprince King A. Biri

English Department, Ateneo de Zamboanga University, Zamboanga City 7000, Philippines

Erwin B. Berry

Department of General Teacher Training, North Eastern Mindanao State University, Rosario, Tandag City 8300, Surigao del Sur, Philippines

Kier P. Dela Calzada

Extension Program Delivering Unit, Zamboanga Peninsula Polytechnic State University, Zamboanga City 7000, Philippines

Analiza B. Calles

School of Graduate Studies and School of Technology and Computer Studies, Biliran Province State University, Biliran Province 6541, Philippines


DOI: https://doi.org/10.59429/esp.v10i9.3850


Keywords: Gender and Development; GAD integration; teacher education; gender-responsive behavior; inclusive teaching; curriculum integration; faculty modeling; gender equity; Philippine higher education

Abstract

This qualitative study examined how teacher education faculty in selected Philippine higher education institutions deliberately integrated Gender and Development (GAD) concepts and modeled gender-responsive behavior within and beyond the classroom. Using semi-structured interviews with sixteen (16) purposively selected faculty members from Palawan Province, Biliran Province, Zamboanga City, and Surigao del Sur, Philippines, the study investigated their instructional strategies, motivations, and lived experiences in promoting gender inclusivity. Guided by Feminist Pedagogy and Social Gender Theory, the analysis revealed that faculty members embedded GAD principles through contextualized course content, reflective activities, and discussions that challenged stereotypes and encouraged empathy. Findings indicated that deliberate modeling was evident in the use of inclusive language, equitable classroom interactions, and immediate responses to gender bias or discrimination. Personal encounters with gender inequality, commitment to transformative education, and adherence to institutional mandates emerged as primary motivators for GAD integration. The study concluded that effective gender responsiveness was achieved not merely through curricular compliance but through consistent behavioral modeling that humanized instruction and fostered inclusive learning environments. Faculty behavior served as the most influential medium for translating GAD principles into practice, thereby advancing institutional culture and strengthening gender equality in higher education.

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