Authors

Reymark A. Luna*
Teacher III/Maddela Comprehensive High School, Poblacion Norte, Maddela, Quirino, Philippines

Nilda O. Babaran, PhD
Professor I/Isabela State University-Main Campus, San Fabian, Echague, Isabela, Philippines

Abstract

This study investigated the challenges encountered by Social Studies teachers in integrating gender equality topics in Maddela District I, Quirino, and used the identified challenges as the basis for developing a proposed gender-responsive instructional material. An explanatory sequential mixed-methods design was employed, and total population sampling was used to include 30 Social Studies teacher-respondents from three public secondary schools. Data were gathered through a validated survey questionnaire, semi-structured interviews, and document analysis, then analyzed using descriptive statistics and reflexive thematic analysis. Results revealed that all four challenge dimensions were rated at the Agree to Strongly Agree level: pedagogical strategies posted the highest mean (M = 3.25), followed by socio-cultural factors (M = 3.14), instructional materials (M = 3.07), and institutional support (M = 3.05). The most critical barriers were limited training on gender-responsive teaching methods, absence of locally developed and curriculum-aligned materials, weak institutional monitoring, and deeply embedded community gender norms. Despite these challenges, teachers demonstrated a strong commitment to gender-responsive practice, with an overall teaching practices mean of 3.49. Thematic analysis generated four themes: structural and socio-cultural constraints hinder integration; inclusive and participatory strategies are the primary mode of practice; teachers need concrete curriculum-embedded support; and effective materials must be inclusive, stereotype-free, contextualized, and curriculum-aligned. The findings underscore the urgent need for systematically developed gender-responsive instructional materials and sustained professional development to bridge the gap between gender equality policy and actual classroom practice in rural Philippine schools.

Keywords: Gender equality, gender-responsive teaching, Social Studies education, instructional material.

*Corresponding author / Email: reymark.luna@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021073

Recommended citation:
Luna, R. A., & Babaran, N. O. (2026). Challenges in integrating gender equality teaching in social studies: Basis for development of gender-responsive instructional material. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 2870-2889. http://doi.org/10.69651/PIJHSS05021073

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