Promoting Positive Gender Identities in the Classroom: Accounts of Elementary School Teachers

Positive gender identities within elementary classrooms play a profound role in shaping their understanding of themselves and others, making it essential to have an environment that reflects gender diversity. As such, this study delved into the experiences, coping mechanisms used, and educational insights learned by teachers in promoting positive gender identities in the classroom. Qualitative phenomenological research design was used to study Eight (8) Grade 4 Teachers in Laak North District, Division of Davao de Oro. The participants: (1) must be in the service for at least five years; (2) an elementary school teacher; and (3) have experience in promoting positive gender identities in the classrooms. The teachers' experiences were as follows: using gender-neutral language, creating inclusive classroom rules, and engaging parents or guardians, while the coping mechanisms included attending continuous professional development, creating safe spaces, collaborating, and seeking support. Finally, the educational insights were challenging stereotypes, cultivating respect, and the importance of using inclusive language. All these themes led to exploring how teachers integrate inclusive practices into their daily routines, adapt their teaching methodologies, and understand the impact of early exposure to diverse gender identities on children's self-esteem, empathy, and academic engagement.