Gender Equality and Parental Involvement in Relation to Quality Education among Secondary Schools

Abstract

Inclusive, equitable, and quality education requires deliberate attention to foundational factors like gender equality and family-school partnerships, particularly within under-resourced rural settings. This study investigated the relationship between gender equality, parental involvement, and the perceived quality of education in secondary schools under the Labason District Cluster 5 in Zamboanga del Norte, during the School Year 2024–2025. A descriptive-correlational research design was employed, with 107 teachers and 254 students. Data were gathered using structured, validated questionnaires and subsequently analyzed using Mean, Standard Deviation, Spearman’s Rank-Order Correlation, and Multiple Linear Regression. Key findings revealed very high overall perceptions of gender equality, and quality of education, and a high level of perceived parental involvement. Significant positive correlations were identified, particularly between gender equality constructs such as school culture and policies and student outcomes. Regression analysis revealed that gender equality was a significant predictor of perceived quality education, whereas parental involvement was not a significant predictor in the combined model. Institutionalizing gender-responsive practices is a direct and crucial strategy for enhancing educational quality as perceived by stakeholders. School leaders may prioritize the strengthening of gender-sensitive curricula, and teacher training, while also designing targeted strategies to deepen the educational impact of parental engagement.