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