Authors : Jonel E. Buergo; Danilo E. Despi

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/5e692xmc

Scribd : https://tinyurl.com/bfp5by3b

DOI : https://doi.org/10.38124/ijisrt/26May791

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative descriptive–exploratory study examined the experiences, awareness, classroom practices, challenges, and support needs related to the use of gender-fair language (GFL) among Key Stage 2 English teachers in the Gubat South District, Schools Division of Sorsogon. The study was anchored on Social Role Theory (Eagly & Wood, 2012), Gender Schema Theory (Bem, 1981), Critical Discourse Analysis Theory (Fairclough, 1995), and Sociocultural Theory (Vygotsky, 1978), which collectively explain how teachers’ language both reflects and shapes gender norms in the classroom. The research was guided by national and international mandates on gender equality, including Republic Act 9710 (Magna Carta of Women), DepEd Order No. 32, s. 2017 (Gender-Responsive Basic Education Policy), and the Safe Spaces Act (RA 11313), alongside global frameworks such as UNESCO’s Guidelines on Gender Equality in Education (2019) and United Nations Sustainable Development Goal 5 (SDG 5). These policies highlight the teacher’s role in modeling inclusivity through language, making classroom discourse a critical site for promoting equality. A qualitative descriptive–exploratory design was employed using Focus Group Discussions (FGDs) and semistructured interviews. FGDs captured collective insights, while interviews provided deeper personal reflections, particularly from teachers unable to attend group sessions due to scheduling and logistical constraints. Data were analyzed thematically, with triangulation ensuring credibility and depth. Findings revealed varying levels of awareness and application of GFL. Some teachers consciously used inclusive terms, gender-neutral job titles, and balanced classroom examples, while others relied on traditional, gender-biased language due to limited familiarity. Awareness was shaped by exposure to professional development and policy discussions, but opportunities were uneven across schools. Teachers identified several challenges, such as linguistic barriers, socio-cultural influences, and institutional gaps. Teachers recognized the positive impact of GFL in fostering inclusivity, respect, and equitable classroom interaction, highlighting the importance of consistent modeling. Teachers emphasized the need for institutional support mechanisms, including continuous professional development, provision of inclusive materials, and stronger policy reinforcement. The study concludes that while policies exist to promote gender-fair language, their translation into consistent classroom practice remains uneven. Responsive interventions are necessary to strengthen implementation. This study demonstrates that language is not merely a medium of instruction but a powerful tool that shapes learners’ perceptions of identity, equality, and fairness. By situating the research within global, national, and local frameworks, and by documenting the realities of teachers in Gubat South District, the study advances the discourse on gender-fair language as both a pedagogical practice and a social imperative.

Keywords : Teaching and Learning, Gender-Fair Language, Key Stage 2 Teachers, Gender Stereotypes, Linguistic Barriers.

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