Filipino Public-School Teachers’ Attitudes on Motherhood and Household Gender Roles

Abstract

Filipino public-school teachers experience the dual complexities of nurturing for their own children and students in school. Understanding their perceptions and attitudes on motherhood and household gender roles is the primary aim of this research. This study employed a sequential explanatory, mixed methods design. Eight public schools in Parañaque were sampled, and a total of 115 public-school teachers participated in the research. Multiple Linear Regression analysis was done to test the association of public-school teachers’ socio-demographics and attitudes. Based on the findings of this study, majority of the participants have favorable attitudes toward the traditional roles of a mother. Major themes on motherhood that the study was able to elicit are the essence of women, love of children, mother-child relationship, and reflection of primary caregivers. Due to their profession, participants also take the role of “mother-as-teacher” at home as they are expected to be in control of their children’s academic development. Changing household gender role attitudes was also evident among public-school teachers since some of them do not strictly adhere to the traditional gender-based structure at home. Although the interviewed participants established household arrangements within the family and trained their children, home is still perceived as the mothers’ responsibility. Constant social interactions and changes in cultural context influence the meanings the participants associate with motherhood and gender roles at home.