International Journal of Academic Pedagogical Research (IJAPR) ISSN: 2000-004X Vol. 3 Issue 1, January – 2019, Pages: 1-8 www.ijeais.org/ijapr 1 Practices of Teachers Regarding Gender Friendly Classroom At Primary Level: A Qualitative Investigation Tabinda Naeem 1 , Dr. Najum Nisa 2 Educational Leadership and Management Shaheed Zulfikar Ali Bhutto Institute of Science and Technology Karachi, Pakistan 1 tabbi317@hotmail.com, 2 najmunnisa7@hotmail.com Abstract: „Gender‟ refers to the roles, relationships, attitudes, values, behaviors, power, and influence that society ascribes to males and females. The process of developing a gender identity begins as early as age 2. „Gender -friendly classroom‟ is one in which the teacher tries to structure their classroom appropriately for both genders and teaches students about potential gender issues, and how to overcome these issues. Its purpose is to enable to investigate gender inclusion within a specific classroom environment, uncovering the teacher‟s understanding of the role of gender within a primary classroom. The aim of this study record teacher‟s awareness of gender and how they incorporate gender into their teaching and learning experiences, observing classroom events and interactions for evidence of gendered learning and behavior. For this study, a qualitative method was used in which semi structures interviews and observation checklist was conducted. The data was collected by the researcher by conducting the interviews from 10 teachers of schools at primary level from 2 different schools. The researcher used observational checklist for observing the teachers‟ behavior regarding to general friendly practices. The data was analyzed using open and axial codi ng. The findings from this research confirm that teachers can refine teaching practices in ways that impact on gendered learning behaviors and outcomes in primary school classrooms. The project demonstrates that teachers can form and alter children‟s opinions and perceptions of gender. It recommends that teachers model and provide an environment that is free of stereotypes or bias. Keywords— Gender-friendly classroom; Gender Inclusive Practices; Classroom Environment; Behavior; Classroom Activities; Teacher Attitudes; Gender Biasness 1. INTRODUCTION The meaning of the term gender can initially be in ―the cultural difference between women from men based on the biological division between male and female‖ (Connell, 2003, p.9). Connell‘s position is that the concept of gender cannot be restricted to biology as bodily gender differences may not be present and therefore psychological differences and the influence of social structure was included into this current study‘s working definition of gender. The need for including behavioral aspects of gender is demonstrated by research that has suggested that ―children learn that the world is gendered at a very young age and, soon after, develop a sense of their own gender identity‖ (Banks, 2007, p.79). The socialization process for a child allows everyone to attain their own interpretation of sex roles, gender appropriate behavior and stereotypes. These interpretations are influenced by a child‘s family, their school, peer group and the media. A child‘s acquisition of gender and sex roles occurs gradually and can become ―deeply ingrained within people‘s psyches and behavior and deeply inscribed within school cultures and education systems‖ (Kenway & Wasis, 1997, p.xvi). ‗Gender‘ refers to the roles, relationships, attitudes, values, behaviors, power, and influence that society ascribes to males and females. ‗Gender identity‘ involves what it means to be a man or a woman in a context and one‘s sense of oneself as a male or a female. The process of developing a gender identity begins as early as age 2. It includes learning the roles, behaviors, and activities that are appropriate for men and women, understanding the social and economic value given to what men and women do in the society. ‗Gender-sensitive‘ acknowledging that the differences and inequalities between women and men require attention. A gender-sensitive policy incorporates and translates actions into programmers, strategies and activities in order to improve gender relations and reduce gender inequalities. Here are some quotes on gender friendly practices and gender equality: Monica Crowley ―True equality means holding everyone accountable in the same way, regardless of race, gender, faith, ethnicity - or political ideology.‖ Caitlyn Jenner ―Sexuality is who you are personally attracted to. But gender identity is who you are in your soul.‖ Gloria Steinem ―A gender-equal society would be one where the word 'gender' does not exist: where everyone can be themselves.‖ Gender continues to present as an influential component within education. Many research studies have investigated the influence of gender on learning and teaching. The intention of this current study was investigated how one Pakistani primary school teacher integrates and manages gender within their classroom. The current study was draws upon the findings of other Pakistani and international research current studies and inquiries that was be investigates the gender, to inform the