Gender-Inclusive Practices and Organizational Culture in Public Elementary Schools in the Division of Manila: Basis for a Proposed Continuous Development Initiatives

Gender-inclusive education requires not only policy implementation but also institutional cultures that sustain equity, participation, and inclusive learning environments. This study examined the relationship between gender-inclusive practices and organizational culture in public elementary schools in the Division of Manila, Philippines. Specifically, it assessed the extent of gender-inclusive practices, examined differences in stakeholder perceptions, determined the predictive influence of organizational culture, identified implementation challenges, and developed a Continuous Development Initiative.
A quantitative descriptive–comparative–correlational research design was employed involving 439 respondents consisting of supervisors, school heads, Gender and Development (GAD) focal persons, and teachers. Data were collected through a validated questionnaire and analyzed using weighted mean, analysis of variance, Tukey–Kramer post hoc analysis, and multiple regression analysis at a 0.05 level of significance.
The findings revealed that gender-inclusive practices were highly implemented, particularly in policy and governance, curriculum and instruction, and teacher development. Organizational culture was likewise highly evident, with shared values, leadership, communication, and professional learning emerging as key institutional strengths. Significant differences existed among respondent groups, indicating variations in perceptions based on organizational roles and levels of involvement. Regression analysis confirmed that organizational culture significantly predicted gender-inclusive practices, demonstrating that supportive leadership, communication systems, and monitoring mechanisms contribute to sustainable gender-responsive implementation. However, challenges remained in teacher preparation, professional development, instructional resources, policy clarity, stakeholder engagement, and evaluation systems.
The developed Continuous Development Initiative was highly acceptable to stakeholders and provides a strategic framework for strengthening gender-responsive school practices. The study emphasizes that sustainable gender inclusivity depends on the integration of organizational culture, collaborative leadership, capacity building, and evidence-based improvement mechanisms within educational institutions.

EDUCATION

1. Department of Education. (2012). DepEd Child Protection Policy (DepEd Order No. 40, s. 2012). Department of Education, Republic of the Philippines. [Google Scholar] [Crossref]

2. Department of Education. (2017). Gender-responsive basic education policy (DepEd Order No. 32, s. 2017). Department of Education, Republic of the Philippines. [Google Scholar] [Crossref]

3. Duma, M. G. (2022). Gender mainstreaming plan for gender-responsive public schools. PUPIL: International Journal of Teaching, Education and Learning, 5(3), 144–161. https://doi.org/10.20319/pijtel.2022.53.144161 [Google Scholar] [Crossref]

4. Hemillan-Sacro, J., Bauyot, M. F. M., & Villegas, J. P. (2022). Gender mainstreaming in basic education of the City of Mati, Southern Mindanao, Philippines. Davao Research Journal, 13(1), 30–49. https://doi.org/10.59120/drj.v13i1.3 [Google Scholar] [Crossref]

5. Lomibao, C. R. D. (2024). Implementation of gender-responsive basic education policy in the secondary public schools. International Journal of Research and Innovation in Social Science, 8(3S), 5831–5871. https://doi.org/10.47772/IJRISS.2024.803438S [Google Scholar] [Crossref]

6. Schein, E. H., & Schein, P. A. (2017). Organizational culture and leadership (5th ed.). John Wiley & Sons. [Google Scholar] [Crossref]

7. UNESCO. (2019). From access to empowerment: UNESCO strategy for gender equality in and through education 2019–2025. [Google Scholar] [Crossref]

8. United Nations Girls’ Education Initiative, Plan International, & Oxfam. (2021). Gender Transformative Education Framework [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study