Learners’ Perceptions of Gender-Responsive Behavioral Modeling Practices Among Teacher Education Faculty in Higher Education

Abstract

ABSTRACT. This study explored the perceptions of higher education learners regarding gender-responsive behavioral modeling among teacher education faculty. The study employed a qualitative descriptive research design involving 20 higher education learners enrolled in teacher education programs from selected higher education institutions in the Philippines. Data were gathered through semi-structured interviews and analyzed using Reflexive Thematic Analysis. The findings revealed that learners perceive gender-responsive behavioral modeling through meaningful integration of Gender and Development (GAD) concepts, inclusive communication practices, equitable classroom participation, responsiveness to gender-related concerns, and reflective teaching practices. Participants emphasized that authentic and consistent gender-responsive behaviors contribute positively to inclusive learning environments, psychological safety, reflective empathy, and professional identity formation as future educators. The study concludes that teacher education faculty play a significant role in shaping learners’ understanding of inclusivity, professionalism, and ethical responsibility through everyday classroom interactions and instructional practices.