This qualitative-textual approach study aimed to determine the metadiscourse markers, to examine the writing styles, and to investigate the difference in writing styles used by male and female secondary public-school teachers in the reflective essays from the nine districts of the Division of Davao del Sur. A total of 100 corpora were utilized in this study, in which 50 from males and 50 from females. This study used Hyland Metadiscourse Model, Werlich Five Types of Text Categorization, and Antconc Key Word In-Context (KWIC) in analyzing the texts, This study revealed that secondary school teachers were commonly using interactive and interactional metadiscourse features. It can also be surmised from the outputs of the teachers that male teachers used a greater number and variety of attitude markers compared to female teachers. This finding suggests that male teachers are more expressive in conveying their attitude towards their statements. Second, in the writing styles as to what text type used, the most utilized style  is the expository as manifested in the reflective essays of the male and female secondary school teachers. Further, study revealed both male and female teachers were more familiar in using exposition type, less familiar in using argumentation and had never explored yet using description, narration and instruction. Finally, based on this study, it is clear enough that gender has nothing to do with writing styles used in writing reflective essays.