Abstract: The teacher has a strategic role in instilling the values of justice and gender equality (KKG) in the learning process. These values can be socialized through behaviors that are exemplified by the teacher, because teacher behavior in the classroom has a great influence on children's mental development. A teacher is also asked to have gender responsive communication competencies, meaning that the teacher has good communication skills for male and female students. This study aims to identify factors related to gender responsive high school teacher communication competencies. The study was designed as a descriptive correlational survey. The study was conducted in Padang City and Agam District, West Sumatra Province. The study population consisted of teachers who taught in Padang City High School and Agam District. The number of samples was 100 teachers in Padang City and 100 people in Agam Regency using the Taro Yamane formula. The data collected in this study consisted of primary data and secondary data. Primary data collection was done using a questionnaire. Data analysis was carried out in descriptive statistics and Rank Spearman correlations. The process of data analysis using SPSS version 20 software. The results showed that there was a relationship between participating in communication training with gender responsive teacher communication competencies, there was a relationship between infrastructure availability and work atmosphere with gender responsive teacher communication competencies. This means that the factors related to gender responsive teacher competency are participating in communication training, availability of infrastructure and work atmosphere. For this reason, it is necessary to improve and maximize communication training activities and pay attention to the availability of infrastructure and work atmosphere.