Keyword: «culture of gender relations»

Currently, with increased attention being paid to issues of equality and respect in gender relations, gender competence is recognized as an essential criterion of professionalism for teachers. Insufficient gender competence on the part of teachers can have a negative impact on the formation of a culture of gender relations among students, while well-developed gender competence contributes to the creation of a gender-friendly environment and the development of harmonious, respectful relationships among schoolchildren. The aim of this article is to identify and describe the different types of gender competency that a teacher can possess, based on the specific gender personality traits and how they manifest themselves in their teaching style. To solve these tasks, the leading theoretical approach to the study was the gender approach to teaching, induction, and deduction of the research problem. The combination of practical methods includes observation of pedagogical activity, gender expertise of lessons, questionnaires and testing of teachers using various techniques. Spearman's rank correlation coefficient was used for statistical data processing. The study identified two types of gender competence in teachers: gender-stereotypical and gender-sensitive. It was found that gender-stereotypical competence contributes to the reproduction of patriarchal values in gender relations and limits the development of personal potential depending on gender. Gender-sensitive competence is a key factor in shaping a culture of gender relations based on the principles of egalitarianism and the development of each student's potential regardless of gender. The theoretical significance of the article lies in deepening the understanding of the qualitative characteristics of teachers' gender competence. The practical significance lies in the possibility of using the results obtained to design educational programs aimed at forming gender-sensitive teacher competence, as well as developing recommendations for creating a gender-friendly educational environment that promotes the development of respectful attitudes towards representatives of the different gender and the realization of their individual potential.