Assessing The Gender Role Conflict Among Faculty of Sulu State College

Abdel Amilhamja

doi:10.62596/e2775v90

Authors

Asso. Prof. Abdel J. Amilhamja, EdD Graduate Studies, Sulu State College, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/e2775v90

Keywords:

Gender roles, Faculty demographics, Gender role Conflict

Abstract

This study examines how gender roles affect the interpersonal and professional interactions of Sulu State College teaching members during the academic year 2024-2025. Socially constructed expectations of male and female behaviors and obligations are known as gender roles, and they can have negative physical and psychological impacts on a variety of facets of life, including work and family. This phenomenon is referred to as gender role conflict, according to O’Neil, and it characterizes a psychological condition in which gender roles negatively impact the individual or others. O’Neil et al. established four components of the gender role conflict scale: conflict between work and family relationships (CBWER), restricted emotionality (RE), restriction affectionate behavior between males (RABBM), and success, power, and competition (SPC). The study examines the forms and intensity of gender role conflict that faculty members experience by looking at their demographics, including gender, age, marital status, length of employment, and educational background. One hundred faculty members were selected from different colleges within the company using a purposive sampling technique. The findings show that most responders are married women under 30 with postgraduate degrees who have worked for ten years or less. The challenges of regulating gender norms in an academic setting are illustrated by the few instances of gender role conflict that faculty members often face at work.

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