Leadership for Equity: Gender-Responsive Practices and Challenges of Public Elementary School Heads in Region I and Their Implications for Sustainability

Abstract

This study examined the gender-responsive leadership practices and challenges of public elementary school heads in Region I as a basis for a proposed capacity-building program. Utilizing a descriptive-correlational research design, data were collected from school heads and teachers using a validated survey questionnaire. Statistical tools such as frequency, percentage, weighted mean, Pearson correlation, chi-square test, and Mann-Whitney U test were employed to analyze the data. Findings revealed that gender-responsive leadership practices were generally highly implemented across all domains, including policy implementation and compliance, curriculum and instruction, capacity building and training, school governance and decision-making, and support systems and community engagement. However, the challenges encountered were rated as slightly serious, indicating the presence of manageable but persistent issues. Significant relationships were found between selected profile variables—particularly years of service and number of trainings attended—and both the level of implementation and seriousness of challenges. Moreover, significant differences existed between the perceptions of school heads and teachers, with teachers perceiving greater challenges and lower levels of implementation. The study concludes that while gender-responsive leadership practices are effectively implemented, gaps remain in terms of capacity, resource support, and stakeholder engagement. These findings highlight the need for a sustainability program that focuses on enhancing leadership competencies, strengthening collaboration, and aligning stakeholders' perceptions. The proposed program aims to support school heads in sustaining and improving gender-responsive practices, ultimately contributing to more inclusive and equitable educational environments.