GENDER-FAIR LANGUAGE: LIVED EXPERIENCES OF SECONDARY SCHOOL TEACHERS ON ITS IMPLEMENTATION

This phenomenological study explored the implementation of gender-fair language in secondary schools, focusing on practices, institutional strategies, and educator insights as guided by DepEd Order No. 32, s. 2017. The study utilized a qualitative research design using phenomenological approach with 13 secondary English teachers in the Schools Division of Davao de Oro chosen through purposive sampling. Thematic content analysis was used as a data analysis tool. Thematic analysis identified key aspects of gender-fair language adoption: motivation in its use, positive impact on students, and effective teaching strategies. Additionally, institutional support, professional development, and curriculum adjustments emerged as critical elements in strengthening implementation. Findings highlight how schools intensify integration through training, advocacy, and resource development, while educators emphasize the need for more inclusive instructional materials and langua ge adaptation. Despite progress, barriers such as cultural resistance, lack of training, and limited resources persist. Strengthening policies, refining curriculum, and implementing targeted professional development programs are essential in overcoming challenges and fostering a more inclusive learning environment. By equipping educators with the necessary knowledge and tools, schools can reinforce gender-fair language practices that promote respect, equality, and awareness among students, contributing to a progressive educational system. Keywords: Education, Gender-Fair Language, English Language Teaching, Secondary School Teachers, Phenomenology