Perceived Gender Differences in Communication Among Pre-Service Teachers

AUTHOR(S)

ALYANNA NICOLE O. ALMUETE SHULLAMMITE WAYNE B. CORPUZ EUNICE DIMPLE L. EUGENIO LHYKA MIRA B. LAMINERO DOMINIC ROYCE L. CACHO ROVIC JOHN R. RAMIREZ SONNY O. SOLIVEN III

ABSTRACT

—— This study explored the perceived gender differences in communication among preservice teachers in terms of non-verbal communication and language use. Employing a qualitative research method through thematic analysis, data were gathered from focus group discussions (FGD) with 29 participants from the College of Teacher Education, Urdaneta City University. Two major themes emerged: (1) Non-verbal communication characterized by being expressive, detailed, reserved, and minimalist; and (2) Language use defined by expressiveness, detail, directness, conciseness, and fact-focused tendencies. Findings revealed that females tend to be more expressive and emotionally driven, while males are more neutral, direct, and controlled, with such tendencies shifting depending on context and relationship. An intervention program emphasizing gender-sensitive communication workshops and inclusive dialogue strategies was proposed. The study concludes that awareness of gender-based communication differences is vital in fostering equitable, respectful, and effective interactions among pre-service teachers. Keywords — Gender Differences, Non Verbal Communication, Language Use, Pre-Service Teachers, Inclusive Communication