Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 2 (2025)

The Role of School Leaders in Promoting Gender Sensitivity and Inclusive Education in Talisay District, Division of Camarines Norte

Celeste Ilan | Decimo Espiritu

Discipline: Education

 

Abstract:

This study investigates the role of school leaders in promoting gender sensitivity and inclusive education in the Talisay District, Camarines Norte, Philippines. Education is a powerful tool for fostering social change, equality, and human rights; yet, many schools struggle to fully integrate gender-responsive policies into their practices. Using a quantitative descriptive research design, the study surveyed 85 school leaders (principals, head teachers, and officers-in-charge) to assess their leadership approaches, policy implementation, challenges, and best practices in advancing inclusive education. Key findings reveal that school leaders generally agree on the importance of gender sensitivity, with a strong emphasis on its implementation in leadership practices, inclusive curriculum design, and effective monitoring mechanisms. However, challenges such as limited resources, stakeholder resistance, and insufficient teacher training hinder full compliance. The study also highlights the moderate level of student participation in gender-related initiatives and the need for more structured community engagement. Statistical analysis reveals a significant relationship between demographic factors (age, educational attainment, and leadership experience) and the level of policy implementation, indicating that experienced and highly educated leaders are more effective in driving inclusivity. Conversely, higher perceived challenges correlate with lower implementation success, emphasizing the need for stronger institutional support. The study concludes with recommendations to enhance gender-sensitive leadership, including capacity-building programs, policy reinforcement, community partnerships, and studentcentered initiatives. By addressing these gaps, school leaders can create safer, more inclusive learning environments that uphold equity, respect, and dignity for all students, regardless of gender identity or expression. This research contributes to the discourse on educational leadership and gender equity, offering actionable insights for policymakers, educators, and advocates working toward inclusive education systems in the Philippines and beyond.



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