This study aimed to explore the challenges and support mechanisms related to the implementation of gender-sensitive pedagogy in elementary classrooms, with the goal ofpromoting inclusivity and equitable learning opportunities among young learners in District 2 of SDO City of Malolos. A descriptive research design was employed using a surveymethod. Data were gathered from elementary teachers across five schools within the district to identify perceived barriers, available support systems, and practical strategies infostering gender-sensitive teaching practices. Findings revealed that the main challengesinclude insufficient training and awareness, persistent gender stereotypes, limited accessto inclusive resources, and resistance from certain stakeholders. Additional but lessfrequently mentioned barriers involved gaps in policy, dominant cultural norms, and lack ofcollegial support. In response, teachers emphasized the need for professional development activities—particularly seminars and workshops on gender sensitivity—as well as theprovision of inclusive instructional materials and the strengthening of school-level andpolicy-driven support. Cultural sensitivity training and emotional support systems foreducators were also identified as crucial in managing social and psychological difficultiesencountered during implementation. Overall, teachers held positive views on the value ofgender-sensitive pedagogy in creating inclusive, respectful, and equitable classroomenvironments. The study underscores the importance of a comprehensive approach to successfully implement gender-sensitive pedagogy in elementary schools. This includes capacity-building through continuous professional development, the development and provision of inclusive resources, reinforcement of supportive policies, and the integration of cultural responsiveness. Such efforts are essential to overcoming existing challenges and fostering equitable educational practices.
Nalla et al. (Thu,) studied this question.