GENDER-BASED DISPARITIES IN PERCEPTIONS OF INCLUSIVE EDUCATION AMONG GOVERNMENT SECONDARY SCHOOL EDUCATORS IN HIMACHAL PRADESH: A SECONDARY DATA ANALYSIS

The purpose of this secondary data analysis is to investigate gender-based differences in the opinions of HimachalPradesh government secondary school teachers regarding inclusive education. This study synthesizes findings onteacher attitudes, gender dynamics in education, and institutional factors based on a systematic review of theliterature. The study intends to define the present perspectives of male and female teachers, identify quantifiabledifferences, and investigate the factors that contribute to these differences. Although there are subtle gender-baseddifferences, the results show that educators generally have a positive attitude toward inclusive education. Femaleteachers are frequently more emotionally prepared and take a student-centered approach that prioritizessocioemotional growth. On the other hand, when it comes to training and resource allocation, male educatorstypically express more pragmatic and logistical concerns. A complex interaction between professional experiences,perceived institutional support, and sociocultural expectations shapes these disparities. According to the study'sconclusion, Himachal Pradesh should implement inclusive education reforms more cogently and successfully byimplementing gender-sensitive policy interventions and specialized professional development programs that cater tothese particular needs. In order to promote an educational system that is truly inclusive, this analysis lays thegroundwork for upcoming primary research and focused interventions.