Unveiling Teachers' Intentions to Implement Gender-Responsive Classroom Management Using the Theory of Planned Behaviour: The Basis of Teacher Empowerment Policy

• Prihantini Prihantini

  Indonesia University of Education

  Author

• Hasan Basari

  Indonesia University of Education

  Author

Implementing gender-responsive classroom management is crucial for teachers to create an inclusive and equitable learning environment for all students. Although teacher empowerment on gender-based classroom management has been implemented through training, it is often hampered and less sustainable if it is not supported by teachers' intentions to implement it. This study examines the impact of attitudes, behavioral control, and subjective norms on teachers' intentions to adopt gender-responsive classroom management practices. The study employed a survey method, involving a sample of 60 elementary school teachers in Sukabumi Regency. Data were collected through questionnaires designed based on the Theory of Planned Behaviour (TPB) to measure intentions, attitudes, subjective norms, and perceived behavioral control. Data analysis was carried out using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that positive attitudes and perceived behavioral control had a significant impact on teachers' intentions, with path coefficients of 0.297 and 0.337, respectively (p < 0.001). Meanwhile, subjective norms do not significantly affect the teacher's intention. These findings confirm the importance of perceived behavioral control as a key factor in encouraging teachers to adopt gender-responsive classroom management practices. This research provides policymakers with insights to develop effective intervention strategies that support teacher empowerment and promote gender-responsive and inclusive classroom management practices. Therefore, it is recommended that teacher empowerment policies focus on providing adequate training and creating a supportive environment to improve teachers' intentions and abilities in implementing gender-responsive classroom management.

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