Bridging the Gender Gap for Fostering Inclusivity in Secondary Schools: Sulu National High Schools in Focus

HELEN JULMAJID

doi:10.62596/dmrevg84

Authors

HELEN T. JULMAJID Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/dmrevg84

Keywords:

Bridging, Gender, Gap, Inclusivity, Health programs

Abstract

This study aimed to assess the bridging gender gap for fostering inclusivity in secondary schools: Sulu National High Schools in Focus Specifically, the study aimed to address the following questions. To organize the data collection process, a descriptive-exploratory research design was utilized, incorporating a quantitative research approach approach was employed in bridging gender gap for fostering inclusivity in secondary schools: Sulu national high schools in focus. This method was chosen because the descriptive approach allows for the collection, examination, and validation of data. According to Krathwohl (1993), description arises from creative exploration and helps structure findings in a way that aligns with potential explanations, which can then be tested or validated. The results of the study indicated that a significant number of teacher-respondents were in their early thirties and older, predominantly female, mostly married, and many were relatively new in the teaching profession. The data further confirmed that teachers across varying demographic profiles uniformly acknowledged the importance of bridging the gender gap as a key factor in promoting inclusivity in secondary education. Moreover, the results emphasized that inclusive teaching and learning practices are intricately connected to school policies, rules, and leadership, highlighting the interdependence of institutional frameworks and classroom dynamics in fostering a gender-responsive learning environment.

References

Arefin, S., Hossain, M. T., & Akhter, S. (2024). Mental health and women’s empowerment: A critical examination of psychological wellbeing in female leadership. Journal of Gender and Social Studies, 6(1), 22–34.

Arısoy Gedik, C., & Ceyhan, A. İlkay. (2024).

Bautista, R. L., & Soriano, M. C. (2023). Strengthening intercultural empathy among Filipino educators: The role of peer mentoring and reflection. Philippine Journal of Teacher Education, 19(2), 101–115.

Beede, D., Julian, T., Langdon, D., McKittrick, G., Khan, B., & Doms, M. (2011). Women in STEM: A Gender Gap to Innovation. U.S. Department of Commerce. DOI: https://doi.org/10.2139/ssrn.1964782

Bigler, R. S., & Liben, L. S. (2007). The role of schools in the early socialization of gender differences. Current Directions in Psychological Science, 16(3), 162–166. DOI: https://doi.org/10.1111/j.1467-8721.2007.00496.x

Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369–386. DOI: https://doi.org/10.1080/09540250500145072

Calzada, K. P. D. (2024). Anti-dependency teaching strategy for innovation in the age of AI among technology-based students. Environment and Social Psychology, 9(8), 3026. https://doi.org/10.59429/esp.v9i8.3026. DOI: https://doi.org/10.59429/esp.v9i8.3026

Ceneciro, C. C. (2025). Characterizing Workshops Promoting Motivated Engagement and Retention beyond the Sessions: Experiential Narratives from Education, Language and Social Science Instructors. Forum for Linguistic Studies, 7(4), 51–65. https://doi.org/10.30564/fls.v7i4.8373. DOI: https://doi.org/10.30564/fls.v7i4.8373

Chavez, J. V., & Ceneciro, C. C. (2024). Discourse analysis on same-sex relationship through the lens of religious and social belief systems. Environment and Social Psychology, 9(1), 1912. https://doi.org/10.54517/esp.v9i1.1912. DOI: https://doi.org/10.54517/esp.v9i1.1912

Chavez, J. V., Cuilan, J. T. (2024). Gender mainstreaming campaign as a casualty of the online gender-based humor: A discourse analysis. Environment and Social Psychology, 9(2), 2044. https://doi.org/10.54517/esp.v9i2.2044. DOI: https://doi.org/10.54517/esp.v9i2.2044

Chavez, J. V., Garil, B. A., Padirque, C. B., et al. (2024). Assessing innovative and responsive young leaders in public service: Lens from community clientele. Environment and Social Psychology, 9(9), 2876. https://doi.org/10.59429/esp.v9i9.2876. DOI: https://doi.org/10.59429/esp.v9i9.2876

Chavez, J. V., Gregorio, M. W., Araneta, A. L., Bihag, C. D. (2024). Magna Carta for women health workers, teachers, and minimum-wage earners in the workplace: Policy awareness and organizational compliance. Environment and Social Psychology, 9(1), 1735. https://doi.org/10.54517/esp.v9i1.1735. DOI: https://doi.org/10.54517/esp.v9i1.1735

Chavez, J. V., Lamorinas, D. D., & Ceneciro, C. C. (2023). Message patterns of online gender-based humor, discriminatory practices, biases, stereotyping, and disempowering tools through discourse analysis. Forum for Linguistic Studies, 5(2), 1535. https://doi.org/10.59400/fls.v5i2.1535. DOI: https://doi.org/10.59400/fls.v5i2.1535

Chavez, J. V., Prado, R. T. D. (2023). Discourse analysis on online gender-based humor: Markers of normalization, tolerance, and lens of inequality. Forum for Linguistic Studies, 5(1), 55–71. https://doi.org/10.18063/fls.v5i1.1530. DOI: https://doi.org/10.18063/fls.v5i1.1530

Chavez, J. V., W. Gregorio, A. M., Araneta, A. L., et al. (2024). Self-initiated protection behavior based on Magna Carta of Women: Women health workers, teachers, and minimum-wage earners in the workplace. Environment and Social Psychology, 9(7), 2363. https://doi.org/10.59429/esp.v9i7.2363. DOI: https://doi.org/10.59429/esp.v9i7.2363

Dagoy, T. H. S., Ariban, A. I., Chavez, J. V., et al. (2024). Discourse analysis on the teachers' professional interest and integrity among teachers with multiple administrative functions. Environment and Social Psychology, 9(12), 2521. https://doi.org/10.59429/esp.v9i12.2521. DOI: https://doi.org/10.59429/esp.v9i12.2521

Dela Cruz, M. A., & Mariano, J. P. (2022). Unconscious bias and its impact on classroom inclusivity: A training framework for educators. Journal of Educational Development, 14(3), 77–89.

Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of STEM careers. Psychological Science, 21(8), 1051–1057. DOI: https://doi.org/10.1177/0956797610377342

Divinagracia, L. T. (2024). Macro and micromanagement practices of reading comprehension programs in selected grade schools in the post-pandemic. Forum for Linguistic Studies, 5(2). https://doi.org/10.59400/fls.v5i2.1664. DOI: https://doi.org/10.59400/fls.v5i2.1664

Eden, A. C., Santos, L. R., & Del Rosario, P. G. (2023). Cultural competence in Philippine education: Pathways to inclusive learning. Philippine Educational Review, 75(1), 56–72.

Garcia, C. S., Lastam, J. M. P., Chavez, J. V., et al. (2025). Discourse analysis on learners halting their education due to early marriage. Environment and Social Psychology, 10(1), 2558. https://doi.org/10.59429/esp.v10i1.2558. DOI: https://doi.org/10.59429/esp.v10i1.2558

Garil, B. A. (2024). Socio-cultural factors affecting reading comprehension levels and demographic-based grammatical competence of higher education students. Forum for Linguistics Studies, 6(3), 184–197. https://doi.org/10.30564/fls.v6i3.6465. DOI: https://doi.org/10.30564/fls.v6i3.6564

Leon, A. J. T. D., Jumalon, R. L., Chavez, J. V., et al. (2024). Analysis on the implementation of inclusive classroom: Perception on compliances and obstructions of selected public-school teachers. Environment and Social Psychology, 9(9), 2537. https://doi.org/10.59429/esp.v9i9.2537. DOI: https://doi.org/10.59429/esp.v9i9.2537

Luna, F. G., & Esquivel, C. D. (2021). Community engagement in multicultural education: Strengthening school-community linkages. Southeast Asian Journal of Education, 9(1), 65–80.

Manyika, J., et al. (2017). A future that works: Automation, employment, and productivity. McKinsey Global Institute.

Patel, D. G., Gandhi, K., Polara, V., & Jain, N. (2023).

Quisay, A. R. C., & Aquino, M. E. C. (2024). Stress levels of science teachers when delivering distance education instruction in a state college during the COVID-19 pandemic. Environment and Social Psychology, 9(9), 2916. https://doi.org/10.59429/esp.v9i9.2916. DOI: https://doi.org/10.59429/esp.v9i9.2916

Reyes, A. L., & Tolentino, J. B. (2022). Digital storytelling as a tool for cultural education: A case study in Philippine secondary schools. Journal of Educational Technology and Innovation, 13(2), 88–97.

Stromquist, N. P. (2015). Women’s empowerment and education: Linking knowledge to transformative action. Compare: A Journal of Comparative and International Education, 45(3), 389–409. https://doi.org/10.1080/03057925.2014.911256.

UNESCO. (2022).

World Economic Forum. (2020).