Teaching in a Male-Dominated Space: A Phenomenological Study on the Experiences of Single Female Teachers in Technical-Vocational Classrooms

Melisa R. Sumbilon and James L. Paglinawan
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Melisa R. Sumbilon: Department of Education – Division of Bukidnon, Kiburiao National High School
James L. Paglinawan: Faculty, Central Mindanao University, Musuan, Maramag, Bukidnon

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 2062-2072

Abstract: This qualitative phenomenological study explores the lived experiences of single female teachers handling all-male technical-vocational classrooms at Kiburiao National High School during the 2025-2026 school year. It aims to understand the unique challenges these educators face, their coping strategies, and their recommendations for improving teaching conditions in male-dominated environments. Data were collected through in-depth, semi-structured interviews with five purposively selected participants who met specific criteria, including teaching in predominantly male classes, and having at least one semester of experience. Thematic analysis revealed four major themes: establishing respect and authority through competence and nurturing relationships; overcoming gender-based stereotypes and managing classroom behavior; building confidence and clear boundaries through professionalism and support; and institutionalizing gender sensitivity alongside strong administrative and peer support. Participants described initial struggles with stereotypes and authority, which they overcame by demonstrating technical expertise, fostering positive student relationships, and maintaining professionalism. They coped with challenges by setting clear rules, seeking mentorship, and continuously improving their skills. Recommendations emphasized the need for gender-sensitivity training for the entire school community, administrative backing, mentorship programs, and policies promoting gender equity. The study highlights the complex interplay of gender dynamics in technical-vocational education and underscores the importance of targeted institutional support to empower female educators. Findings contribute to the discourse on gender inclusivity in education and provide practical implications for policy and practice aimed at creating more equitable and supportive learning environments in male-dominated fields.

Date: 2025
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