Gender Sensitivity and Its Integration in Teaching English among Public Secondary School Teachers in Northern Negros Occidental

Abstract

This study determined the level of gender sensitivity and the extent of its integration in teaching English among public secondary school teachers in Northern Negros Occidental. Using a descriptive-correlational research design, the study involved 200 English teachers selected from public secondary schools. Data were gathered through a structured questionnaire and analyzed using frequency, percentage, mean, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rho. Findings revealed that teachers demonstrated a very high level of gender sensitivity and a high extent of integration of gender-sensitive practices in English instruction. No significant difference was found in gender sensitivity when respondents were grouped according to sex. However, a significant difference was found in the extent of integration when grouped according to educational attainment. A moderate positive and significant relationship was also found between gender sensitivity and integration, indicating that teachers with stronger gender-sensitive awareness are more likely to apply gender-responsive practices in the classroom. The study concludes that gender sensitivity is both an ethical and pedagogical necessity in English language teaching and recommends sustained professional development, inclusive instructional design, and stronger institutional support for gender-responsive education.