The study identifies a gap in the understanding of how

The gap

Evidence profile

Sourced from the recommendations and stated research gap of the source papers, classified as general, spanning 7 journals.

Supporting evidence — 8 representative gaps

• Gender-Responsive Basic Education Policy Implementation And Gender Inclusiveness Readiness: A Basis For Gender Development (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings and conclusions of the study, the following recommendations are proposed to strengthen the implementation of Gender Responsive Basic Education Policy (GRBEP) and enhance gender inclusiveness readiness in the school: 1. Strengthen Teacher Capacity in Gender Responsiveness Conduct sustained and progressive professional development programs focusing on gendersensitive instruction, inclusive pedagogy, unconscious bias awareness, and handling genderbased concerns in the classroom. Include mentoring and coaching systems for teachers, especially those with limited training exposure. This recommendation directly addresses the identified gap in teacher preparedness and the discrepancy between teachers perceived implementation and students’ actual experiences, particularly in learners’ development and classroom inclusivity. 2. Enhance Curriculum and Gender-Inclusive Learning Materials Review, revise, and enrich existing instructional materials to ensure representation of diverse gender identities, roles, and family structures. Encourage teachers to develop contextualized and GAD-integrated lesson exemplars and instructional resources. Establish a shared repository of inclusive materials for institutional use. This responds to findings on limited representation in learning resources and ensures that inclusivity is consistently embedded in both content and instruction. 3. Strengthen Policy Implementation and Safety Enforcement Ensure consistent and visible enforcement of anti-bullying and gender-related policies through clear communication, standardized procedures, and accountability mechanisms. Establish a functional reporting and response system for gender-related concerns and regularly monitor compliance. This directly addresses the identified inconsistency in policy enforcement and the gap between policy presence and actual student experience of safety. 2252 Volume 2 Issue 5 (2026) 4. Establish Clear and Accessible Student Support Systems identity concerns, Develop and institutionalize clear protocols for addressing gender including counseling services, referral systems, and response procedures. Implement peer mentoring programs and student-led support groups to strengthen relational support networks. This recommendation responds to the lower student ratings in support and safety, ensuring that assistance is not only available but also accessible, visible, and responsive. 5. Develop a Systematic Monitoring and Evaluation Mechanism Design and implement a structured monitoring system that includes regular audits, surveys, and feedback mechanisms from both teachers and students. Track key indicators such as policy implementation, student safety, and inclusivity in classroom practices. Use data to inform continuous improvement. This addresses the absence of a systematic GRBEP monitoring system and ensures alignment between institutional policies and actual experiences. 6. Promote Positive Peer Culture and Inclusive School Climate Facilitate structured classroom discussions, awareness campaigns, and peer engagement activities to address discomfort in discussing gender diversity. Integrate values formation activities that promote respect, empathy, and inclusivity among students. This directly responds to the highest-ranked concern regarding peer discomfort and highlights the role of peer dynamics in shaping students lived experiences of inclusivity. 7.

  generalrecommendationsevidence 5/5
  Keywords: gender policy inclusive inclusivity student peer strengthen implementation classroom teachers students safety support concerns systems
• Pedagogical practices of receiving teachers in promoting inclusion (2026) · International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) · doi

  Based on the conclusions of the study, the following recommendations are offered. 1. SDO Vigan City may design sustained training on inclusive education, prioritizing teachers with only 1–3 years of experience as receiving teachers. 2. SDO Vigan City may conduct a resource and needs audit, then expand ILRCs to help teachers reach "Very High" inclusive practice. 3. Reorient teachers with advanced degrees via peer learning, while expanding access to quality seminars that showed positive effects (*r* = 0.384). 4. Explicitly teach parent communication and stakeholder engagement skills instead of leaving them to informal development. 5. Schools and educational authorities may provide adequate teaching materials, assistive tools, and structured planning time to support inclusive instruction. 6. Schools may establish support systems such as teacher aides, behavior coaches, and collaborative mentoring structures to assist receiving teachers. 7. Educational institutions may implement mental health support initiatives, stress management programs, and additional staffing support to promote teacher well-being. 8. Teacher education institutions may strengthen the integration of inclusive education and classroom management courses through supervised field experiences and practice-based learning opportunities. 9. Conduct intervention studies testing professional development, co-teaching models, or resource provisioning to reduce burnout. REFERENCES Abellana, A. P., Añora, H. C., Capuno, R. G., Espina, R. C., Tenerife-Cañete, J. L., Calasang, V. O., Pinili, L. C., & Apas, C. G. (2025). Readiness of graduate school students on the implementation of differentiated instruction in inclusive classrooms. International Journal of Research and Innovation in Applied Science, 10(10), Article 101000002. https://doi.org/10.51584/IJRIAS.2025.101000002 Agbisit, A. C. (2025). Lived experiences of general education teachers handling learners with difficulty in basic learning and applying knowledge. Asian Journal of Education and Social Studies, 51(6), 1403–1414. https://doi.org/10.9734/ajess/2025/v51i62084 Ainscow, M. (2022). Promoting inclusion and equity in education: Lessons from international experiences. International Journal of Inclusive Education, 26(4), 321–336. https://doi.org/10.1080/20020317.2020.1729587 Al-Mahdy, Y. F., & Al-Harthi, A. S. (2023). Teacher burnout in inclusive classrooms: The role of leadership support and resource availability. Teaching and Teacher Education, 122, 103–115. https://doi.org/10.1016/j.tate.2022.103987 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191– 215. https://doi.org/10.1037/0033-295X.84.2.191 Beltran, K. A., Agripa, S. A., Bustarga, A. J. O., Cruz, K. B. D., Marmol, S. L., & Morallo, S. J. A. (2025).

  generalrecommendationsevidence 5/5
  Keywords: education inclusive teachers support teacher https resource learning teaching experiences international journal based vigan city
• A Meta-synthesis in Gender Mainstreaming and Promoting Gender-Responsive Teaching and School Culture in Basic Education (2026) · IKAT The Indonesian Journal of Southeast Asian Studies · doi

  Based on the synthesized findings, the following recommendations are proposed to strengthen gender mainstreaming in basic education. Schools must shift from peripheral initiatives to a holistic, institutionalized framework. This requires embedding gender-responsive pedagogy into ongoing, context-specific professional development and holding school leaders accountable by integrating gender instructional oversight. Furthermore, gender perspectives must be systematically woven into core school processes, including curriculum planning, learner assessment, and governance, rather than treated as extracurricular activities. Finally, success should be measured through participatory monitoring and institutionalized gender audits that capture the lived experiences of diverse stakeholders, ultimately fostering safe, inclusive environments where policies are reflected in daily classroom interactions and school culture.

  generalrecommendationsevidence 5/5
  Keywords: gender school must institutionalized based synthesized following recommendations proposed strengthen mainstreaming basic education schools shift
• Exploring hybrid leadership’s influence on school-based support teams in no-fee primary schools (2026) · South African Journal of Childhood Education · doi

  The study highlights the urgent need for leadership development programmes that foster hybrid leadership models in under-resourced schools. Policymakers should consider integrating collaborative leadership strategies into professional development frameworks, while schools should institutionalise structures that support shared decision-making and acknowledge SBST contributions. Furthermore, collaboration between the government and higher education institutions to design context-responsive short learning programmes could enhance leadership capacity and better equip school leaders to implement inclusive education effectively.

  generalrecommendationsevidence 5/5
  Keywords: leadership development programmes schools education highlights urgent need foster hybrid models resourced policymakers consider integrating
• PROFESSIONAL LEADERSHIP OF SCHOOL HEADS AND TEACHER PERFORMANCE IN PUBLIC ELEMENTARY SCHOOLS OF DAVAO DE ORO DIVISION (2026) · EPRA International Journal of Environmental Economics Commerce and Educational Management · doi

  The following suggestions were offered based on the conclusions of the study: 1) School heads are encouraged to further strengthen their professional leadership, particularly in strategic leadership and instructional supervision, as these were found to be the strongest predictors of teacher performance. They should also enhance practices in building connections by actively engaging parents, community stakeholders, and partner institutions to support school programs. In addition, continuous capacity-building through training, coaching, and professional learning communities should be prioritized to sustain and improve leadership effectiveness across all domains. 2) Teachers are recommended to continuously improve their instructional practices by engaging in professional development activities that enhance instructional planning, classroom management, and subject mastery. They should also maintain strong rapport with students by promoting respectful, inclusive, and learner-centered classroom environments. Furthermore, teachers are encouraged to actively collaborate with school heads and colleagues in sharing best practices to further improve teaching effectiveness and learner outcomes. 3) Learners are encouraged to actively participate in classroom activities and engage meaningfully in the teachinglearning process to maximize their academic growth. They should also practice responsibility, cooperation, and respect within the school environment to support positive teacher-student relationships. Additionally, learners may be involved in feedback mechanisms to help improve instructional strategies and school programs. 4) Future researchers are recommended to conduct similar studies in other divisions or educational levels to validate and broaden the findings of this study. It is also suggested that future research explore additional variables such as school culture, teacher motivation, or student achievement to further explain teacher performance. Moreover, a mixedmethods approach may be used to gain deeper insights into the lived experiences of school heads and teachers regarding leadership and performance. REFERENCES 1. Aada, K. (2020). Insight on planning and assessing the teaching-learning process. https://files.eric.ed.gov/fulltext/ej1263944.pdf 2. Acido, J., & Kilongkilong, D. A (2022). Resource management practices towards sustainable support system during pandemic.https://iiari.org/wp-content/uploads/2022/10/ijemds.v3.4.414.pdf 3. Agyeman, N., & Aphane, V. (2024). Exploring school leadership styles used to improve instruction and learning in schools. Journal of Research Initiatives, 8(3), 1–15. https://digitalcommons.uncfsu.edu/jri/vol8/iss3/1 4. Ahasu, E., Boateng, R., & Mensah, P. (2024). Role of community resources in education planning and delivery in Ghana.

  generalrecommendationsevidence 5/5
  Keywords: school leadership improve instructional teacher practices learning heads encouraged further professional performance actively support teachers
• Integrating Anti-Bullying and Gender Sensitivity Strategies Through MAPEH Activities (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  The Department of Education and school leaders should document and share the effective anti-bullying practices observed in Physical Education and the gender-sensitive practices observed in Arts, then adapt them across Music, Health, and other school programs. Regular training, workshops, lesson demonstrations, and peer- sharing sessions should strengthen teachers’ ability to manage bullying, use gender-sensitive language, design equitable roles, respond to incidents, and facilitate reflective discussion. Schools should also use common monitoring indicators to address the significant differences found among stakeholder assessments. The proposed teacher guide should be disseminated to MAPEH teachers with orientation, opportunities for classroom testing, and mechanisms for teacher, learner, and parent feedback. Schools should strengthen policy enforcement, resource provision, parent and community partnerships, and awareness activities that address stereotypes and resistance. Future research should evaluate the guide’s implementation and outcomes using larger samples, additional school divisions, learner-level data, and qualitative or mixed-method designs that can examine changes in behavior, school climate, participation, and reported bullying experiences.

  generalrecommendationsevidence 5/5
  Keywords: school bullying education practices observed gender sensitive strengthen teachers schools address teacher guide learner parent
• Gender-Responsive Leadership and Inclusive Educational Management Practices of School Principals in Region XI: Basis for an Inclusive Leadership Mentorship Program (2026) · Asian Research Journal of Education · doi

  Based on the results of the study, it is recommended to: 1. School principals and educational leaders may continue strengthening their gender- responsive leadership competencies through continuous professional development and participation in an Inclusive Leadership Mentorship Program, while encouraging regular monitoring and evaluation of inclusive policies and practices to promote equitable implementation across schools. 2. Teachers are encouraged to participate in gender-responsive education and inclusive instructional strategy training while encouraging collaboration with school leaders to strengthen inclusive classroom practices, provide constructive feedback, and support shared decision-making. 3. Schools may initiate participation of students in gender related programs, fostering an inclusive school environment through student councils, forums, and peer-led initiatives that promote equitable treatment and meaningful engagement. 4. Educational policymakers may strengthen long-term support for gender-responsive leadership by encouraging investments in training, mentoring, GIDA-focused initiatives, and the development of standards and monitoring systems for inclusive educational management. 5. Parents and community stakeholders are encouraged to collaborate with schools by participating in awareness programs, inclusive decision-making, and community partnerships that encourage gender-sensitive and inclusive educational practices. 6. Future researchers may examine additional factors influencing gender-responsive leadership and inclusive educational management practices, employ longitudinal and mixed-method approaches, and evaluate the effectiveness of the proposed Inclusive Leadership Mentorship Program. 7. The proposed Inclusive Leadership Mentorship Program (ILMP) may be implemented to further enhance the gender-responsive and inclusive leadership competencies of school principals by encouraging continuous professional development, strengthened transformational leadership, context-responsive interventions, stakeholder engagement, and ongoing evaluation to promote equitable and inclusive educational environments. 752 https://ojs.myeduheart.com/index.php/arje EduHeart Knowledge Network and Publishing, Inc. DOI: https://doi.org/10.66206/eduheart.2026.383 Asian Research Journal of Education, 2026 E-ISSN: 3028-0842 P-ISSN: 3028-0834 Vol. 3 No. 3 8. School heads and education supervisors may provide context-responsive leadership interventions based on respondent group and school type, particularly for schools with limited resources and those located in Geographically Isolated and Disadvantaged Areas (GIDA). Targeted mentoring, coaching, peer-learning activities, and differentiated capacity-building programs may be provided to address variations in the manifestation of gender-responsive leadership and the utilization of inclusive educational management practices across school contexts. 9. School principals, teachers, and education supervisors may strengthen transformational leadership and principal–teacher alignment through collaborative leadership activities, reflective leadership sessions, feedback mechanisms, and shared decision-making processes. Particular attention may be given to enhancing principals’ capacity to communicate a clear inclusive vision, inspire stakeholders, empower personnel, and translate gender-responsive principles into sustainable school-wide practices. AI DECLARATION STATEMENT Artificial intelligence (AI) tools were employed only to enhance language quality and formatting. The conceptualization, data analysis, interpretation of results, and formulation of conclusions were carried out independently by the researcher. REFERENCES Amatullah, T. (2024). Exploring Female Muslim Educational Leadership in a Multicultural Canadian Context. Religions, 15(2), 215. https://doi.org/10.3390/rel15020215 Austin, S. A. (2024). Federal Contractors Moving From Compliance to Catalyst: Inclusive Leadership Impacting Organizational Diversity Equity and Inclusion Transformation (Order No. 31299426). (3077087437).

  generalrecommendationsevidence 5/5
  Keywords: inclusive leadership school gender responsive educational practices principals encouraging schools education development mentorship program promote
• Inkludering for alle: Korleis lærarar arbeider individuelt og kollektivt for å utvikla inkluderande praksis i grunnskulen (2026) · Nordisk tidsskrift for pedagogikk og kritikk · doi

  The study identifies a gap in the understanding of how teachers work individually and collectively to develop inclusive practices. The paper highlights the need for more research on the barriers and challenges that teachers face in developing inclusive practices. The study suggests that there is a lack of understanding of how teachers can work together to promote inclusive practices.

  generalstated research gapevidence 5/5
  Keywords: study identifies gap understanding teachers work individually collectively

Questions about this gap