Author: Mrs Priti Suresh Chandorkar
DOI Link: https://doi.org/10.70798/Bijmrd/04041034
Abstract: This research examines how well high school teachers understand gender-related issues, recognize unfair classroom practices, and perceive inclusive teaching methods—especially after receiving specialized training. A questionnaire was administered to 28 teachers to assess their gender awareness, observations of bias, and willingness to adopt inclusive approaches in the classroom. Rather than simply reporting results, responses were compared between teachers who had completed the training and those who had not.
The findings show that teachers who participated in the program demonstrated stronger awareness of gender challenges and were more open to adjusting their instructional practices. Common issues such as assigning tasks based on gender or using biased language frequently appeared in classroom settings. In contrast, some teachers without training struggled to identify these patterns or were hesitant to change established routines.
Keywords: Gender-Sensitivity Training, Teachers’ Inclusivity, Gender Equity, Instructional Practices, Teacher Preparedness, Educational Reform, Classroom Bias.
Page No: 176-182