ISSN (Online): 2321-3418
server-injected
Education And Language
Open Access

A Policy Analysis of Inclusive Leadership and LGBTQ+ Teacher Inclusion in the Philippine Context

,
DOI: 10.18535/ijsrm/v13i12.el03· Pages: 4487-4495· Vol. 13, No. 12, (2025)· Published: December 5, 2025
PDF
Views: 2,200 PDF downloads: 621

Abstract

Gender equality and inclusive leadership are core priorities of global education framework. This paper examines GAD-related policies issued by the Philippine Department of Education (DepEd) to evaluate how these policies institutionalize gender equality and inclusive leadership, including LGBTQ+ teacher inclusion. The study utilized qualitative document analysis guided by Gender Mainstreaming Theory, Inclusive Leadership Theory, and Queer Theory to examine major DepEd Orders, Regional Memoranda, and Division Memoranda issued from 2013 to 2024. The results show that while DepEd has very strong gender-equality mandates, policy implementation is impeded by four major gaps, namely: (1) unclear and unenforceable leadership accountability structures; (2) weak results-based monitoring and evaluation mechanisms; (3) limited representation of marginalized groups in GAD structures; and (4) insufficient capacity-building and sustainability systems. These limitations resulted in inconsistent and personality-based implementation, compliance-based reporting, and insufficient protection of LGBTQ+ teachers. The research suggests reinforcing structures of leadership accountability, institutionalizing outcome-based monitoring systems, and institutionalizing continuous, participatory, and inclusive capacity-building programs. The research seeks to contribute to a stronger understanding of how gender-equality policies can be improved to promote inclusive leadership in accordance with SDGs 4, 5, and 10.

Keywords

Gender equalityInclusive LeadershipPolicy analysisLGBTQ+ teachers

References

  1. Alibudbud, R. (2023). Gender-related knowledge gaps among teachers in the Philippines. Journal of Gender Studies, 32(2), 145–160.Google Scholar ↗
  2. Baams, L., Dubas, J. S., Russell, S. T., & van Aken, M. A. G. (2020). LGBTQ+ students in schools: A global review of policies, practices, and experiences. Journal of Youth and Adolescence, 49(5), 881–897. https://doi.org/10.1007/s10964-020-01252-xDOI ↗Google Scholar ↗
  3. Baams, L., Talmage, C. A., & Russell, S. T. (2020). Gay–Straight Alliances, inclusive policies, and school climate: LGBTQ youths’ experiences of safety and support. Journal of Youth and Adolescence, 49(5), 1045–1060.Google Scholar ↗
  4. Bautista, A., Lising, M., & Velasco, P. (2020). GAD policy localization and implementation in Philippine public schools. Philippine Social Science Journal, 3(2), 88–101.Google Scholar ↗
  5. Bautista, J., Santos, M., & Lopez, E. (2020). Localizing gender and development in basic education: Practices and challenges. Philippine Journal of Education, 96(1), 34–48.Google Scholar ↗
  6. Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.Google Scholar ↗
  7. Brown, T., Kim, H., & Lee, S. (2025). Addressing social marginalisation in education to foster inclusion: A comprehensive examination of higher tertiary education. International Journal of Research and Innovation in Social Science, 9(1), 4617–4627.Google Scholar ↗
  8. Bustamante-Mora, A., Riquelme, M., & Jaramillo, P. (2024). Policies, projects, and initiatives for sustainable higher education with gender equity: Literature review and case study—Universidad de La Frontera. Sustainability, 16(12), 5038.Google Scholar ↗
  9. Castillo, L. (2021). Implementation gaps in DepEd’s gender-responsive policies: A qualitative assessment. Asia Pacific Education Researcher, 30(3), 275–287. https://doi.org/10.1007/s40299-020-00542-6DOI ↗Google Scholar ↗
  10. Castillo, M. (2021). Policy and practice gaps in the implementation of gender-responsive education in the Philippines. Asia Pacific Education Review, 22(4), 665–679.Google Scholar ↗
  11. David, C. C., Tabuga, A. D., & Manaig, K. J. (2022). Fiscal capacity, leadership, and gender mainstreaming in Philippine local governments. Philippine Journal of Development, 49(1), 77–99.Google Scholar ↗
  12. David, C., Torres, A., & Ramon, J. (2022). Budgeting for equity: An analysis of GAD fund utilization in Philippine schools. Philippine Social Science Review, 74(2), 159–182.Google Scholar ↗
  13. Department of Education. (2012). DepEd Order No. 40, s. 2012: DepEd Child Protection Policy. Department of Education.Google Scholar ↗
  14. Department of Education. (2013). DepEd Order No. 27, s. 2013: Guidelines on the establishment of Gender and Development (GAD) Focal Point System (GFPS). Department of Education.Google Scholar ↗
  15. Department of Education. (2017). DepEd Order No. 32, s. 2017: Gender-Responsive Basic Education Policy. Department of Education.Google Scholar ↗
  16. Department of Education. (2024a). Regional Memorandum No. 632, s. 2024: Integration of SDD findings in GAD planning. Department of Education.Google Scholar ↗
  17. Department of Education. (2024b). Regional Memorandum No. 910, s. 2024: Submission of GAD policy briefs based on M&E. Department of Education.Google Scholar ↗
  18. Department of Education. (2024c). Division Memorandum No. 895, s. 2024: Integration of GAD indicators into KRAs and IPCRF. Department of Education.Google Scholar ↗
  19. European Association for the Education of Adults. (2024). Capacity-building in adult education for gender equality (Background paper). EAEAGoogle Scholar ↗
  20. Face, R. (2023). Participatory policy frameworks and inclusive school systems: Rethinking marginalization in education. Journal of Educational Policy, 38(4), 512–530.Google Scholar ↗
  21. Ferfolja, T., Gray, E., & Joy, C. (2020). Schooling and sexualities: Critical issues and debates. Sex Education, 20(4), 355–368. https://doi.org/10.1080/14681811.2020.1777843DOI ↗Google Scholar ↗
  22. Ferfolja, T., Gray, E., Jones, T., & Ullman, J. (2020). Supporting LGBTQ+ inclusion in schools: The role of teacher advocacy. Teaching Education, 31(4), 391–407. https://doi.org/10.1080/10476210.2020.1716846DOI ↗Google Scholar ↗
  23. GLSEN. (2022). The 2021 National School Climate Survey: The experiences of LGBTQ+ youth in U.S. schools. GLSEN. https://www.glsen.orgGoogle Scholar ↗
  24. Greany, T., & Waterhouse, J. (2016). School leadership and accountability in systems undergoing reform. Educational Management Administration & Leadership, 44(1), 23–41.Google Scholar ↗
  25. Greany, T., & Waterhouse, J. (2016). School leadership and education system reform. Bloomsbury.Google Scholar ↗
  26. Human Rights Watch. (2017). “Just let us be”: Discrimination against LGBT students in the Philippines. Human Rights Watch.Google Scholar ↗
  27. Human Rights Watch. (2017). Just Let Us Be: Discrimination against LGBT students in Philippine schools. Human Rights Watch.Google Scholar ↗
  28. Ipsos. (2023). Global attitudes toward LGBTQ+ people. Ipsos Public Affairs. https://www.ipsos.comGoogle Scholar ↗
  29. Jones, J. M. (2023). LGBT identification in the United States. Gallup Polling Report. https://www.gallup.comGoogle Scholar ↗
  30. Kataeva, Z. (2024). Thirty years of gender mainstreaming: Achievements, failures, and the unfinished business of gender equality. International Feminist Journal of Politics, 26(4), 625–646. https://doi.org/10.1080/14616742.2024.148295DOI ↗Google Scholar ↗
  31. Lee, C. (2020). LGBTQ+ teacher experiences and leadership contributions in inclusive schools. Journal of Educational Administration, 58(4), 421–438. https://doi.org/10.1108/JEA-01-2019-0012DOI ↗Google Scholar ↗
  32. Lee, C. (2020). Resilience and leadership among LGBTQ+ educators. Teaching Education, 31(3), 239–255.Google Scholar ↗
  33. Leung, A., Marshall, D., & Lee, C. (2022). Gender and sexuality education as a pathway to safer schools: A systematic review. Educational Research Review, 37, 100485.Google Scholar ↗
  34. Leung, K., Goldstein, H., & Kwan, E. (2022). Teachers’ integration of gender and sexuality topics: Impacts on school climate and inclusion. Teaching and Teacher Education, 117, 103806. https://doi.org/10.1016/j.tate.2022.103806DOI ↗Google Scholar ↗
  35. Lugg, C., & Murphy, J. (2014). LGBTQ-inclusive leadership: Navigating policy and practice. Educational Administration Quarterly, 50(1), 67–95.Google Scholar ↗
  36. Miralles-Cardona, C. (2025). Teaching gender equality in teacher education: Does existing practice actually support gender mainstreaming implementation? Frontiers in Education, 10, 1570115.Google Scholar ↗
  37. Monterola, S. L., & Roxas, F. (2021). GAD mainstreaming practices in Philippine public schools: A national survey. Asia Pacific Journal of Education, 41(4), 589–606.Google Scholar ↗
  38. Monterola, S., & Roxas, R. (2021). Implementing gender-responsive strategies in Philippine schools: Barriers and breakthroughs. International Journal of Educational Development, 81, 102367.Google Scholar ↗
  39. OECD. (2020). Educating for inclusive societies: The role of school leadership. OECD Publishing. https://www.oecd.orgGoogle Scholar ↗
  40. Palma, E. J. C. (2025). Gender and development implementation in public higher education institutions: A basis for a capability enhancement framework. International Journal of Advanced and Applied Sciences, 12(2), 101–111.Google Scholar ↗
  41. Philippine Commission on Women. (2019). Gender Mainstreaming Evaluation Framework (GMEF). PCW. https://www.pcw.gov.phGoogle Scholar ↗
  42. Philippine Commission on Women. (2019). Monitoring and evaluation of gender equality and women’s empowerment in the Philippines: A compendium of indicators. PCW.Google Scholar ↗
  43. Republic of the Philippines. (2009). Republic Act No. 9710: The Magna Carta of Women. Official Gazette.Google Scholar ↗
  44. Sánchez-Soriano, M. (2024). Inclusive governance: Empowering communities and transforming social dynamics. Frontiers in Political Science, 6, 1478126.Google Scholar ↗
  45. Shore, L. M., Chung, B. G., Dean, M. A., Ehrhart, K. H., Randel, A. E., & Singh, G. (2021). Inclusion and diversity in work groups: A review and future research agenda. Journal of Management, 47(1), 231–259. https://doi.org/10.1177/0149206320966648DOI ↗Google Scholar ↗
  46. Syafii, M. H., Purnomo, H., & Rahmatullah, A. S. (2025). Inclusive education and social transformation: Analysing the role of education policy in increasing equality among rural students in Indonesia. Educational Research for Social Change, 14(1), 43–69.Google Scholar ↗
  47. UNESCO. (2017). A guide for ensuring inclusion and equity in education. UNESCO Publishing. https://unesdoc.unesco.orgGoogle Scholar ↗
  48. UNESCO. (2019). Behind the numbers: Ending school violence and bullying. UNESCO Publishing. https://unesdoc.unesco.orgGoogle Scholar ↗
  49. UNESCO. (2019). From access to empowerment: UNESCO strategy for gender equality in and through education 2019–2025. UNESCOGoogle Scholar ↗
  50. UNESCO. (2021). From access to empowerment: Operational tools to advance gender equality in and through education. UNESCOGoogle Scholar ↗
  51. UNGEI & UNICEF. (2023). How is gender equality included in education sector plans? Synthesis report. United Nations Girls’ Education InitiativeGoogle Scholar ↗
  52. UNGEI & UNICEF. (2023). How is gender equality included in education sector plans? Synthesis report. United Nations Girls’ Education Initiative.Google Scholar ↗
  53. United Nations. (1997). Gender mainstreaming: Report of the Economic and Social Council. United Nations.Google Scholar ↗
  54. Wilson, C., Fowler, A., & Hollins, H. (2022). Sustained professional development for SOGIE-inclusive practice. Professional Development in Education, 48(6), 874–891. https://doi.org/10.1080/19415257.2021.1999848DOI ↗Google Scholar ↗
  55. Wilson, C., Sanabria, G., & Chen, P. (2022). Professional development for SOGIE-inclusive education: Impacts on teacher competence. Teaching and Teacher Education, 110, 103574.Google Scholar ↗
  56. World Bank. (2020). Inclusion and education: All means all. World Bank Group. https://www.worldbank.orgGoogle Scholar ↗
Author details
Mark Jason Dungog
Northwestern Mindanao State College of Science and Technology Tangub City
✉ Corresponding Author
👤 View Profile →🔗 Is this you? Claim this publication
Joel T. Aclao
Northwestern Mindanao State College of Science and Technology Tangub City
👤 View Profile →🔗 Is this you? Claim this publication