Effects of Gender Responsive Pedagogy in Promoting Learning Equality in Public Elementary Schools

Abstract

This study examined the effects of gender responsive pedagogy (GRP) in promoting learning equality in public elementary schools in Pililla District, Schools Division Office of Rizal, during the School Year 2025–2026. The study focused on nine public elementary schools, including Bugarin, Halayhayin, Hulo, Malaya, Matagbak, Niogan, Pililla Central, Quisao, and Virgilio B. Melendres Memorial Elementary Schools. Using a descriptive survey research design, the study involved 151 teachers, representing 50% of the total population, selected through random sampling. Respondents were profiled according to age, sex, civil status, educational attainment, position title, length of service, and in-service training participation. Data were collected using a researcher-made questionnaire-checklist covering five dimensions: gender-sensitive curriculum, inclusive teaching and learning materials, equitable classroom interaction, gender-responsive language use, and supportive learning environment.Findings revealed that teachers were mostly 30 years and above, female, married, and pursuing graduate studies, with positions ranging from Teacher I to III and more than ten years of service. Results indicated that gender responsive pedagogy has an extreme effect on promoting learning equality across all dimensions. No significant differences were observed in teachers’ perceptions based on their demographic or professional profiles. Teachers reported challenges in implementing GRP, particularly the lack of training and learning materials.The study concluded that GRP positively influences learning equality regardless of teacher demographics or professional background. It is recommended that schools and teachers sustain gender-responsive practices, address systemic biases, and provide inclusive resources to enhance learning outcomes. The proposed action plan may guide implementation, and future research may explore additional variables to further strengthen GRP in elementary education.