EFFECTS OF GENDER SENSITIVITY AND TEACHER’S MORALE
ON THE TEACHING PERFORMANCE OF TEACHERS
A Thesis Proposal Presented to the Faculty of the Graduate School
In Partial Fulfilment of the Requirements for the Degree of
Master of Arts in Education Major in
THE PROBLEM AND ITS BACKGROUND
The traditional roles of men and women can be described in terms of their responsibilities and tasks. Men are the head of the family; the breadwinner, they are career-oriented, strong and powerful. Women, on the other hand, are responsible for preparing day-to-day meal, cleaning the house, sewing dresses, bearing children and staying home to look after them. Changing the traditional roles has resulted to different behaviors and perspectives. A mother who pursues a career may be criticized for leaving her children in someone else’s care. If a woman actively seeks a promotion at work, she may be called aggressive. If a man cries when he is upset or sad, he may be ridiculed as a sissy or coward. If a father enjoys feeding or playing with his baby, he may be considered less masculine. Nowadays, the emerging roles of men and women are said to be equal. The tag of women as subordinates of men, homemaker, child bearer, clerks and secretaries may be considered things of the past due to the existence of the very few but world class and proactive women. These confusing changes on the concept of gender sensitivity as well morale cannot be set aside since it is an unspoken truth in the society even in the academe. Institutions and organizations have tried their best to address issues concerning this matter but how can we be sure if decisions are made in a discreet way to avoid social conflict within the organization.
Gender sensitivity may take the forms of prejudice, gender bias and discrimination against the identity of male and female or whatever sexual preference they may have as lesbian or gay. Needless to say, gender sensitivity can guarantee unequal treatment, privileges and benefits in the workplace. Even the laws or organizational policies against the above application or forms of gender sensitivity cannot deny the fact that administrators / employers discriminate on “some” basis especially during recruitment and performance appraisal in a specific job/ position. Decision makers may alter their gender preference if and only if the morale aspect of the individual is highly exceptional. Conversely, morale is one of the characteristics of an individual which is a state of mind with regards to his or her ability to perform what is expected. If a person is said to possess high morale then it is wise to accept him/her because of his/her devotion in achieving the goals of the organization.
In the educational setting, administrators may or may not admit that gender is a precursor in determining performance of a teacher. They just keep a low profile on this issue so as not to “rock the boat” that will diminish employee morale. Employees on the other hand are cautious on their opinions due to threats in their work disposition. A classic example of gender-sensitive issue in the academe is the capabilities of women in handling administrative positions. This is a widespread unwritten perception that spirals down the morale of female teachers. And we can conclude that the administration does not value women in leadership positions if they prefer men to handle top or administrative positions.
The Philippine Educational System highlights the equal treatment and opportunities for men and women as stated in Republic Act No. 4670 also known as “The Magna Carta for Public School Teacher”. It is stated in section 10 that “there shall be no discrimination whatsoever in entrance to the teaching profession or during its exercise, or in the termination of services, based on other than...
References: Nolledo, Jose N. The Education Act of the Philippine. Mandaluyong City: National Bookstore, ( 2004.
Newstrom, John W. Organizational Behavior: Human Behavior at Work. 12th Edition. New York: McGraw-Hill/Irwin, ( 2007.
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