Promoting gender sensitivity in schools: Insights from private schools in Tabuk City

This study examined gender sensitivity practices in private elementary schools in Tabuk City as a basis for developing a context-specific intervention program. Using a mixed-method research design, data were collected from 30 teachers and 4 school heads through a structured 4-point Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed using frequency, percentage, and weighted mean, while qualitative responses were subjected to thematic analysis. Findings revealed that pupils generally demonstrate awareness of gender equality, showing respect and willingness to participate in classroom tasks regardless of gender. Teachers reported consistent implementation of gender-responsive strategies such as the use of gender-fair language, equal task assignment, and encouragement of balanced participation. However, several challenges were identified, including unclear school guidelines, limited parental support, cultural influences, and insufficient teacher training. These concerns indicate gaps between positive perceptions and the consistent institutionalization of gender-sensitive practices. Based on the findings, a Gender Sensitivity Intervention Program was proposed to enhance teacher competence, strengthen school-based policies, promote inclusive instructional materials, and reinforce collaboration among teachers, administrators, and parents. The study concludes that sustained leadership support, systematic professional development, and strong home-school partnerships are essential in maintaining inclusive and equitable learning environments in private elementary schools.