World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.37-41
Andrew R. Absalon
School Head, Tagpu National High School
Introduction
School leadership is a decisive element in building inclusive and gender-sensitive educational environments. Beyond academic achievement, leaders shape institutional culture, professional conduct, and governance practices that reflect principles of equity and social justice. In the Philippines, gender equality is anchored in Republic Act No. 9710 (commonly known as the Magna Carta of Women), which mandates the mainstreaming of gender concerns in all government institutions, including schools (Philippine Commission on Women [PCW], 2019). This mandate is operationalized by the Department of Education (DepEd) through DepEd Memorandum No. 32, s. 2017, or the Gender-Responsive Basic Education (GRBE) Policy, which requires the integration of gender perspectives into both instructional and administrative functions (DepEd, 2017).
Gender sensitivity is defined as an awareness of gender-based inequalities and a commitment to respond to them through fair and inclusive practices (Kameni & Cheung, 2012). Within educational institutions, gender sensitivity entails leadership and administrative systems that ensure equality in policy formulation, recruitment, budgeting, and decision-making. However, while gender-sensitive instruction has received increasing scholarly attention, administrative functions—where key institutional decisions and resource allocations occur—remain relatively under-explored.
Leadership is the conduit through which gender policy becomes practice. Brunner and Grogan (2007) found that female administrators tend to adopt participatory approaches that promote inclusion, while Eagly and Carli (2007) emphasized that relational and transformational leadership styles are critical in dismantling structural gender barriers. Otieno-Tibanyane (2020) confirmed that leaders trained in gender awareness are more effective in implementing gender-responsive programs. Yet despite these insights, there is limited literature exploring how school heads operationalize GAD integration in their administrative work. This review, therefore, aims to synthesize existing research on school leadership and gender sensitivity, with particular focus on administrative GAD integration, to clarify the current state of scholarship and identify directions for further research.
https://doi.org/10.65494/pinagpalapublishing.26
