Enhancing Didactic Strategies on Gender Sensitivity Education in the Public Schools

This study examined the gender sensitivity and gender pedagogical practices of public elementary and secondary school teachers in Mabini District, Division of Bohol, as a basis for developing a targeted upskilling program. It described the teachers’ profiles, assessed their levels of gender sensitivity and pedagogical practices, examined the relationships among these variables, and identified the challenges they encounter in implementation. Using a descriptive-correlational design, the study gathered data through a structured questionnaire. Findings show that the respondents were mostly mid-career teachers who had pursued graduate studies and participated in professional development activities. Overall, teachers demonstrated high levels of gender sensitivity and gender-responsive teaching practices, showing awareness of inclusive principles and their application in classroom instruction. However, moderate challenges persisted in translating gender responsiveness into lesson planning, classroom organization, and assessment, suggesting that conceptual understanding does not always translate into consistent daily practice. A strong, significant relationship was found between gender sensitivity and gender pedagogical practices, suggesting that teachers with greater awareness of gender issues are more likely to use gender-responsive strategies in their teaching. The study therefore recommends continuous, practice-based professional development through a structured upskilling program that strengthens teachers’ consistent use of gender-responsive approaches and supports more inclusive and equitable learning environments.