An Assessment of the Role of Education in Promoting Social Equality among Selected Public Secondary Schools in Jolo

This research explored the varying perceptions regarding the role of education in advancing social equality among selected public secondary school teachers in Jolo. Utilizing a descriptive-exploratory research approach, the study gathered data from 100 purposively chosen public school educators in the area. Analytical tools such as frequency distribution, percentage, weighted mean, standard deviation, One-way ANOVA, and Pearson’s correlation were employed for data interpretation. Key findings include: (1) The majority of respondents were female, aged between 25 and 50, predominantly married, mostly college graduates, permanently employed, and had up to 20 years of service; (2) On average, the participants expressed favorable views about the educational system’s role in fostering social equality; (3) Significant differences in responses were noted when data were categorized by gender, marital status, educational background, and teaching experience. However, no significant differences emerged when grouped by age or employment status; (4) A strong and statistically significant positive correlation was observed among the variables related to educational access, inclusive curriculum design, and the overall school environment. These outcomes align with Pierre Bourdieu’s Social Reproduction Theory, which posits that educational institutions may inadvertently perpetuate social inequalities. Despite this, the findings also highlight how school leaders in Jolo are proactively addressing such disparities through initiatives that promote equitable access to education, inclusive pedagogical practices, and supportive learning environments. The study underscores the need for sustained support for inclusive education, diverse curricular content, and fair allocation of educational resources to meet the needs of marginalized student populations, ultimately promoting social equity through education.