Bridging the Gender Gap for Fostering Inclusivity in Secondary Schools: Sulu National High Schools in Focus

This study aimed to assess the bridging gender gap for fostering inclusivity in secondary schools: Sulu National High Schools in Focus Specifically, the study aimed to address the following questions. To organize the data collection process, a descriptive-exploratory research design was utilized, incorporating a quantitative research approach approach was employed in bridging gender gap for fostering inclusivity in secondary schools: Sulu national high schools in focus. This method was chosen because the descriptive approach allows for the collection, examination, and validation of data. According to Krathwohl (1993), description arises from creative exploration and helps structure findings in a way that aligns with potential explanations, which can then be tested or validated. The results of the study indicated that a significant number of teacher-respondents were in their early thirties and older, predominantly female, mostly married, and many were relatively new in the teaching profession. The data further confirmed that teachers across varying demographic profiles uniformly acknowledged the importance of bridging the gender gap as a key factor in promoting inclusivity in secondary education. Moreover, the results emphasized that inclusive teaching and learning practices are intricately connected to school policies, rules, and leadership, highlighting the interdependence of institutional frameworks and classroom dynamics in fostering a gender-responsive learning environment.