Abstract
The study employed a descriptive-correlational research design to determine the significant influence of gender-inclusive language and gender mainstreaming strategies on school culture among 320 BSED-English students from higher education institutions in Davao City. The researchers adapted and validated survey questionnaires to collect data from the participants. The survey instruments were designed to measure the levels of gender-inclusive language, gender mainstreaming strategies, and school culture among the respondents. The results of the study showed that the respondents exhibited a high level of gender-inclusive language, a high level of gender mainstreaming strategies, and a high level of school culture. Furthermore, the findings revealed a significant positive moderate relationship between gender-inclusive language and school culture, as well as between gender mainstreaming strategies and school culture. This suggests that higher levels of gender-inclusive language and gender mainstreaming strategies are associated with more positive school cultures. Additionally, the study found a significant influence of both gender-inclusive language and gender mainstreaming strategies on school culture. Notably, gender mainstreaming strategies had a stronger influence on school culture in higher education institutions compared to gender-inclusive language. This indicates that the implementation of gender mainstreaming strategies may be more effective in shaping a positive school culture than the use of gender-inclusive language alone.
