Authors : Alibon M. Mangigin; Tarhata S. Guiamalon; Haron A. Mohamad

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/33sbxsec

Scribd : https://tinyurl.com/3xz8u9wm

DOI : https://doi.org/10.38124/ijisrt/26feb1409

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Abstract : Schools foster gender-equitable environments through gender-sensitive practices using inclusive language, promoting balance participation in activities and eliminating stereotypes in curriculum materials. This study investigated the gender-sensitive practices of schools in fostering gender-equitable school environments in the Bangsamoro Autonomous Region in Muslim Mindanao. The study used a descriptive-predictive research design and was conducted in public elementary schools in the region. The findings show that schools' gender-sensitive practices in supporting and educating teachers, facilities and environment, and community engagement are highly evident. The study also found that genderequitable school environments in terms of school management, teaching, learning process, and school environment are evident. The results indicate that only gender-sensitive practices for supporting and educating teachers are significantly related to gender-equitable school environments. Furthermore, gender-sensitive practices in supporting and educating teachers have a significant influence on gender-equitable school environments, with an influence of 24.9%. The study concludes that prioritizing teacher-focused initiatives is crucial in fostering an equitable learning atmosphere.

Keywords : Gender-Equitable School Environment, Gender-Sentive Practices, Basic Education, Bangsamoro Autonomous Region in Muslim Mindanao.

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