Gender-Responsive Teaching Practices and Inclusive Classroom Experiences Among Junior High School Teachers in Coastal Secondary Schools of Aurora, Philippines

Abstract

Gender-responsive and inclusive education has become an essential component of equitable and learner-centered teaching in contemporary educational systems. This qualitative study explored the gender-responsive teaching practices and inclusive classroom experiences of junior high school teachers in coastal secondary schools of Aurora. Utilizing a phenomenological qualitative research design, the study investigated how teachers implement gender-responsive pedagogies, foster inclusive classroom environments, and address gender-related challenges within diverse educational contexts. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis involving fifteen purposively selected junior high school teachers from coastal public secondary schools. Thematic analysis following Braun and Clarke’s framework was employed in analyzing the collected data. Findings revealed five major themes: (1) Gender Sensitivity and Respect as Foundations of Inclusive Classroom Culture; (2) Learner-Centered and Equitable Pedagogical Practices; (3) Classroom Inclusion Through Participation, Representation, and Safe Learning Spaces; (4) Challenges in Addressing Gender Biases, Stereotypes, and Socio-Cultural Realities; and (5) Teacher Advocacy, Professional Reflection, and Commitment to Inclusive Education. Participants emphasized the importance of respectful communication, equitable participation, gender-fair instructional materials, and emotionally safe classrooms in promoting inclusivity and learner engagement. Teachers also highlighted the significance of recognizing learners’ diverse identities, backgrounds, and social experiences in classroom instruction. However, participants encountered challenges related to entrenched gender stereotypes, limited gender-sensitivity training, socio-cultural expectations, and varying learner attitudes toward inclusivity. Despite these challenges, teachers demonstrated adaptability, empathy, and professional commitment in fostering gender-responsive and inclusive educational environments. The study concludes that effective gender-responsive teaching requires sustained teacher capacity-building, inclusive school policies, culturally responsive pedagogies, and institutional support systems that promote equity and learner dignity. Findings provide implications for inclusive education policy, teacher professional development, curriculum enhancement, and gender-responsive educational practices in secondary education.