Home⇛ISTRADOR: Research Journal on Education, Technology and Innovation⇛vol. 3 no. 2 (2025)

School Leaders And Teachers’ Awareness And Practices And Challenges Encountered On Gender And Development Implementation Program: Towards A Proposed Action Plan

Kathlene Joy Vicente

Discipline: Education

 

Abstract:

This study determined the level of awareness and practices of school leaders and teachers on the implementation of Gender and Development (GAD) program in San Rafael Elementary School, Montalban Sub-Office, Division of Rizal during the school year 2024-2025 which served as inputs to a proposed Action Plan. The study used the mixed method of research with the modified survey questionnaire as the main instrument to gather data from the respondents. The sources of data for quantitative method were 15 school leaders and 60 teachers: while 3 school leaders and 7 teachers for the qualitative part. The statistical tools used to treat the data were weighted mean and t-test. More so, in qualitative design, codes and thematic analysis were used to determine the challenges encountered on the implementation of GAD. The study revealed that school leaders had a Very High level of awareness with the grand weighted mean of 3.34, while both school leaders and teachers had a high level of practice as manifested by the grand weighted means of 3.19 and 2.88, respectively, on GAD program implementation. There was a significant difference between the perceptions of both school leaders and teacher respondents on the level of awareness and practices, evidenced by their computed t-values. The study highlights the most common challenges encountered by the respondents in implementing the GAD program based on the codes and themes that emerged during the interview sessions with the participants. Thus, an Action Plan was developed and proposed to enhance the implementation of the GAD program in the school involved in this study.



References:

  1. Abad, M. J. (2020). Understanding Gender and Development: Teachers’ Perspectives and Practices. Journal of Educational Research and Practice, 10(2), 123-135.
  2. Abalajon, J. J. (2023). Awareness, Knowledge and Implementation of Gender and Development Concepts and Activities of CAPSU Sigma Faculty, Staff, and Students. Journal for ReAttach Therapy and Developmental Diversities, 6(10).
  3. Ajess, B. (2023). Gender And Development Awareness Towards Gender-Sensitive Pedagogical Practices of Preservice Teachers: Basis for a University Gad Program. Amazon Web Services. https://www/journalajess.com
  4. Ali, S. (2023). Gender and development awareness and practices. Development Review, 22(3), 100-115.
  5. Baker, T. (2021). Exploring The Role of Teacher Collaboration in Implementing Gender-Sensitive Education Practices. Journal of Educational Leadership, 23(4), 564-578.
  6. Baker, T. (2021). Gender-Sensitive Teaching: Bridging the Gap Between Policy and Practice. Journal of Educational Leadership, 45(3), 223-238.
  7. Bascos, M. C. (2024). Implementation Of Gender and Development Program. International Journal of Advanced Multidisciplinary Studies, 3(6).
  8. Bautista, A. S., & Dela Cruz, J. P. (2019). Gender Sensitivity Training: Its Impact on the Teaching Practices In Public Schools. International Journal of Gender Studies, 5(1), 45-59.
  9. Bautista, J. (2021). An Analysis on The Implementation of Gender Responsive Basic Education Policy. International Peer Reviewed Journal, 5.
  10. Blum, R. W., Li, M., & Naranjo, A. (2021). The Role of School Leadership In Promoting Gender Equity In Schools. Educational Administration Quarterly, 54(1), 99-132.
  11. Borah, C. (2024). A Study on the level of Awareness and Practices among Pre-Service Teachers with regard to Gender Responsive Pedagogy. International Journal of Enhanced Research in Educational Development, 12(3).
  12. Cagang, A. J. (2023). Gender and development towards gender-sensitive pedagogical practices of pre-service teachers basis for a university gad program. Asian Journal of Education and Social Studies, 49(3), 266–280. https://doi.org/10.9734/a
  13. Calora, E. A. R. (2020). Effectiveness of gender and development program. International Journal of Academic Pedagogical Research (IJAPR), 4(7), 53-61.
  14. Creswell, John, & Creswell, J. D. (2018). Fifth Edition Research Design Qualitative, Quantitative, and Mixed Method Approaches. Sage Publication Asia-Pacific Inc. https://www.scirp.org
  15. Daliva, J. M. D. (2024). Gender And Development Awareness and Implementation Among the Public School Teachers in the District of Maayon. International Journal of Family Business Practices, 7(1).
  16. Fernandez, L., Cruz, R., & Dela Rosa, M. (2023). Challenges and opportunities in implementing gender and development programs in Philippine schools. International Journal of Educational Development, 88, 102716.
  17. García, L., & Jiménez, R. (2022). Effectiveness of professional development programs for gender equality in education: A systematic review. International Journal of Educational Development, 89, 102551.
  18. Generale, M. P. (2023). Gender awareness: classroom experiences of senior high school students. Journal of Gender, Culture and Society.
  19. Graham, C., & Chattopadhyay, S. (2022). Gender And Well-Being Around the World: Some Insights From the Economics Of Happiness. Human Capital and Economic Opportunity: A Global Working Group. https://www.researchgate.net/publication/264814879_Gender_and_wellbeing_around_the_world
  20. Hazel, K. L., & Kleyman, K. S. (2020). Gender and sex inequalities: Implications and resistance. Journal of Prevention & Intervention in the Community, 48(4), 281-292.
  21. Javillonar, M. G. (2022). The Level of Teachers’ Awareness in The Implementation of Gender and Development (Gad) Laws. International Journal of Multidisciplinary Research and Growth Evaluation, 392.
  22. Jimenez, M. C. (2021). Assessment on The Relationship of the Effectiveness of the Gender and Development (Gad) Programs on The Teachers’ Attitudes and Perceptions Concerning Gender-Related Issues: A Proposed Action Plan. Journal of Education and Practice, 12(23).
  23. Kurzman, C. et al. (2019). Women’s Assessments of Gender Equality. Socius.
  24. Lavin, C. F. (2023). Relationship between gender awareness and its mainstream implementation. IJRP123(1), 554-568.
  25. Lopez, A., & Martinez, S. (2022). Cultural barriers to gender equality in educational settings: A Philippine perspective. Asian Journal of Social Sciences & Humanities, 11(1), 45-56.
  26. Lopez, L. L. (2020). Gender differences in student engagement: A comprehensive analysis. Journal of Educational Psychology, 112(4), 738-754.
  27. Mackey, A., & Gass, S. M. (2020). Second language research: Methodology and design. Routledge.
  28. McGowan, T., & Graham, S. (2020). Promoting Gender Equity in Education: A Review of Effective Practices. Journal of Educational Administration, 58(5), 543-558.
  29. Moss, P. (2021). Gender and Development in Education: Bridging the Gap Between Policy and Practice. Journal of Gender Studies, 30(2), 153-168.
  30. Mukagiahana, J. et al. (2024). Teachers’ understanding of gender responsive pedagogy and its application in teaching process: Case after teacher training program interventions in Rwanda. Journal of Pedagogical Research, 8(1).
  31. Nicolas, M. L. (2022). Bridging the Gap: Enhancing Teachers’ Awareness and Skills in Gender and Development Programs. Journal of Gender Studies, 45(3), 256-270.
  32. O’Reilly, M., & Acker, S. (2018). Gender and educational leadership: Reviewing the field and its future directions. Educational Administration Quarterly, 54(2), 235-261.
  33. Pandapatan, R. (2022). Gender and development awareness and practices. Journal of Development Studies, 15(3), 45-60.
  34. Philippine Constitution of 1987. Article II, Section 14 (1987). https://www.officialgazette.gov.ph/philippine-constitution-1987
  35. Ramos, C. L., & Fernandez, M. J. (2022). Gender and development implementation: Strategies for effective policy integration. Journal of Gender Studies, 31(2), 145-162.
  36. Republic Act No. 11313. Safe Spaces Act. Section 3. (2019). https://elibrary.judiciary.gov.ph
  37. Republic Act No. 6725. An Act Strengthening the Prohibition on Discrimination against Women with Respect to Terms and Conditions of Employment Article 135, Section 1(1989). https://lawphil.net
  38. Republic Act No. 9710. Magna Carta of Women. Chapter II. Section 4. (2009). https://pcw.gov.ph/magna-carta-of-women/
  39. Rivas, M., & Sanchez, A. (2021). Training teachers for gender-sensitive education: The role of professional development programs. Journal of Gender Studies, 30(3), 275-290.
  40. Rizvi, F. (2021). Gender and development: Strategies for educational equity. International Journal of Educational Development, 81, 102-114.
  41. Sanchez, M., & Pérez, A. (2021). Empowering teachers as agents of change: Promoting gender equality in schools. Journal of Education Policy, 36, 245-262.
  42. Villagracia, C. C. (2023). Assessment on the Implementation of Gender and Development Program at San Francisco Elementary School. Psychology and Education: A Multidisciplinary Journal, 10, 553-557.
  43. Waluyo, B. (2024). Integrating gender awareness into EFL pedagogy: Insights from Indonesia’s Islamic universities. Issues in Educational Research, 34(3).

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic