Amidst the transformative changes taking place in Bhutan’s political, economic, social, and educational landscape, efforts are underway to establish schools that are responsive to gender and inclusivity. However, there is a little empirical data that provides a realistic situation of gender and inclusivity in Bhutanese schools. Considering such situation, this study was designed to explore the Impact of Gender and Inclusive Pedagogies on Teachers’ Self-efficacy, Student Attendance and Performance. Gender and Inclusive Pedagogical (GIP) approaches were considered as the central conceptual frame for teacher capacity building through this study. A 4-tiered Teacher Professional Development (TPD) package on GIP was designed and delivered to teachers. The impact of GIP intervention was assessed using both qualitative and quantitative data where an experimental research design was a major part. The mixed-methods research approach primarily employed survey questionnaires, Pre- and Post-assessment, lesson observation, school observation, and semi-structured interviews. The findings indicated a positive change in teachers' beliefs and perceptions regarding their competence in implementing inclusive practices. It suggests that interventions, training, and experiences between the baseline and midline measurements have had a beneficial impact on teachers' self-efficacy. Similarly, the performance of the overall student population was more consistent after the intervention and has shown improvement in both their attendance and their performance. The study, therefore, supports the need to provide professional development opportunities for teachers which include workshops, seminars, and training that focus on inclusive teaching strategies, differentiated instruction, and classroom management techniques for diverse learners.

Authors:
Ramesh Chhetri, Samtse College of Education, Bhutan
Tashi Tashi, Samtse College of Education, Bhutan
Kuenzang Gyeltshen, Samtse College of Education, Bhutan
Kezang Wangmo, Samtse College of Education, Bhutan
Sonam Wangmo, Samtse College of Education, Bhutan

About the Presenter(s)
Ramesh Kumar Chhetri, a lecturer at Samtse College of Education, Bhutan, with a background in history, is currently serving as Dean of Student Affairs. He is passionate about teaching and making difference in children’s lives.

See this presentation on the full schedule – Saturday Schedule

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