ABSTRACT
This study seeks to determine the extent of implementation of inclusive and gender-responsive programs in Pinamopoan National High School. The findings of this research served as basis for developing an intervention plan that aims to strengthen the school’s inclusive and gender-responsive initiatives, thereby contributing to the creation of a more equitable, supportive, and learner-centered educational environment. Employing descriptive-correlational research design, this research involved twenty-three (23) teachers, and 1 school head. The study revealed a significant relationship between the extent of implementation of inclusive education program in school in terms of teachers’ teaching competence in monitoring and evaluation, teaching strategies, classroom management, training and programs, facilities, instructional materials, financial resources, and teachers’ workload and the extent of implementation of gender-responsive education program in school in terms of learner’s development, curriculum standards, learning delivery, learning environment, learning resources and assessment. The findings imply that inclusive education and gender-responsive education programs are interconnected that complement one another in promoting equitable, accessible, and learner-centered education. Schools that effectively implement inclusive education practices are more likely to establish gender-sensitive policies, equitable learning opportunities, inclusive classroom environments, and fair assessment practices.
Keywords: Implementation, Inclusive, Gender-Based Responsive Programs, Intervention Plan
INTRODUCTION
Education systems worldwide have increasingly recognized the importance of promoting inclusive and gender-responsive learning environments to ensure equitable access to quality education for all learners. Inclusive education emphasizes the provision of appropriate learning opportunities for students regardless of gender, disability, socio-economic background, or cultural differences. It aims to remove barriers that hinder participation and learning, thereby promoting equality and social justice in educational institutions. Schools therefore play a vital role in fostering environments where diversity is respected, and all learners are supported to reach their full potential.
In the Philippines, inclusive and gender-responsive education has been strengthened through policies and programs implemented by the Department of Education. These initiatives are guided by national policies such as the Gender-Responsive Basic Education Policy and Gender and Development (GAD) programs, which aim to ensure that schools promote gender equality, prevent discrimination, and create safe learning spaces for all learners. These programs are also aligned with international commitments such as the United Nations Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Inclusive education has become a central focus of educational reforms because it addresses the diverse needs of learners in schools. According to the study of Lahug, Delos Reyes, Cabigon, and Pinili (2025), teachers’ readiness and competencies play a significant role in the successful implementation of inclusive education in Philippine secondary schools. Their findings highlighted the need for continuous professional development and training to strengthen teachers’ knowledge, skills, and attitudes toward inclusive practices. The study further emphasized that teachers’ preparedness directly influences the effectiveness of inclusive programs in addressing the diverse needs of learners.
Similarly, Beltran et al. (2024) examined the practices and challenges in implementing inclusive education in Philippine elementary schools and found that while schools have begun integrating inclusive practices, several challenges persist. These challenges include limited resources, lack of specialized training for teachers, and insufficient institutional support for inclusive programs. The authors emphasized the need for systematic monitoring and improvement plans to strengthen the implementation of inclusive education in schools.
In addition to inclusive education, gender-responsive programs have also become an important component of educational reforms in the Philippines. Gender-responsive education ensures that teaching practices, school policies, and programs promote gender equality and eliminate gender-based discrimination. A study conducted by Lomibao (2024) on the implementation of gender-responsive basic education policies in secondary public schools revealed that while schools generally comply with gender-responsive policies, challenges remain in terms of resource allocation, program sustainability, and awareness among school personnel. The study highlighted the importance of continuous evaluation and improvement of gender-responsive initiatives to ensure their effectiveness.
Likewise, Doguiles and Rapsing (2024) investigated the level of awareness of teachers regarding Gender and Development (GAD) programs and found that teachers generally demonstrate awareness of gender-related policies but require further training and capacity-building activities to fully implement gender-responsive practices in the classroom. Their findings suggest that strengthening institutional support and professional development opportunities for teachers can enhance the implementation of gender-responsive programs in schools.
Furthermore, research by Lim and Canonizado (2025) evaluating Gender and Development program implementation in public secondary schools revealed that while schools have adopted gender mainstreaming initiatives, varying levels of implementation exist across institutions. The study recommended the development of strategic plans and monitoring mechanisms to strengthen gender-responsive education in schools.
Despite the growing emphasis on inclusive and gender-responsive education, many schools still encounter challenges in effectively implementing these programs. These challenges may include limited training opportunities, lack of resources, insufficient awareness among stakeholders, and varying levels of institutional support. As schools continue to strive toward equitable and inclusive education, it becomes necessary to assess the current extent of implementation of these programs to identify strengths, gaps, and areas that require improvement.
In the context of Pinamopoan National High School, understanding how inclusive and gender-responsive programs are implemented is essential in determining whether these initiatives effectively support diverse learners and promote gender equality within the school community. Assessing the current practices and level of implementation can provide valuable insights that may guide school administrators and educators in enhancing program delivery and addressing existing challenges.
Therefore, this study seeks to determine the extent of implementation of inclusive and gender-responsive programs in Pinamopoan National High School. The findings of this research served as basis for developing an intervention plan that aims to strengthen the school’s inclusive and gender-responsive initiatives, thereby contributing to the creation of a more equitable, supportive, and learner-centered educational environment.
This study evaluates the extent of implementation of inclusive and gender-responsive education programs in Pinamopoan National High School, Capoocan II District, Leyte Division. The findings of the study were basis for the proposed improvement plan.
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