Gender Equality and Diversity Instructional Practices of Teachers and Social Fitness of Students

Abstract: This study is aimed to find out the relationship between gender equality and diversity instructional practices of teachers and social fitness of students. This study utilized the non-experimental quantitative research design using descriptive technique involving teachers in Sta. Maria District of Davao Occidental Division, Philippines. The study was conducted on the second semester of School Year 2024-2025. Research instruments on gender equality and diversity instructional practices of teachers and social fitness of students were used as source of data. Using mean and pearson-r as statistical tools to treat the data, the study showed the following results: the study found to exhibit a very high level of gender equality and diversity instructional practices of teachers, there is a very high level of social fitness of students, there is a significant relationship between gender equality and diversity instructional practices of teachers and social fitness of students. This implies that the higher the gender equality and diversity instructional practices of teachers, the higher is the social fitness of the students. Thus, the null hypothesis of no significant relationship between gender equality and diversity instructional practices of teachers was rejected. Keywords: gender equality and diversity, instructional practices of teachers, social fitness of students, school administration and supervision. Title: Gender Equality and Diversity Instructional Practices of Teachers and Social Fitness of Students Author: EDITH R. ANGCOG International Journal of Novel Research in Education and Learning ISSN 2394-9686 Vol. 12, Issue 2, March 2025 - April 2025 Page No: 73-77 Novelty Journals Website: www.noveltyjournals.com Published Date: 18-April-2025 DOI: https://doi.org/10.5281/zenodo.15253513 Paper Download Link (Source) https://www.noveltyjournals.com/upload/paper/Gender%20Equality%20and%20Diversity%20Instructional-18042025-10.pdf