Rivera Revised Thesis For Printing

UNIVERSITY OF MAKATI
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GENDER AND DEVELOPMENT (GAD) IMPLEMENTATION IN PUBLIC

ELEMENTARY SCHOOLS IN MAKATI: BASIS FOR PROGRAM
ENHANCEMENT
A
Thesis
Presented to
The Faculty of Graduate School
College of Education
In Partial Fulfillment of the

Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in EDUCATIONAL MANAGEMENT
MARCELA T. RIVERA
2020
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APPROVAL SHEET
In partial fulfillment of the requirements for the Degree of Masters of Arts in
Education Major in Educational Management, this thesis entitled, “GENDER AND
DEVELOPMENT (GAD) IMPLEMENTATION IN PUBLIC ELEMENTARY
SCHOOLS IN MAKATI : BASIS FOR PROGRAM ENHANCEMENT” has been
prepared and submitted by Marcela T. Rivera, who is hereby recommended for Oral
Examination.
Prof. Niño Faustino

Adviser
Approved and recommended by the Committee on Oral Examination with a grade of
_____________.
DR. EDITHA MARCELO
Chairman
DR. JOHN PAUL DAGUM DR.TERESITA TAPALLA

Member Member
Accepted and approved in partial fulfillment of the requirements for the degree
Master of Arts in Education major in Educational Management

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ATTY. CECILIO D. DUKA, Ed.D.

Dean, College of Education
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ABSTRACT
Title : GENDER AND DEVELOPMENT (GAD)

IMPLEMENTATION IN PUBLIC ELEMENTARY
SCHOOLS IN MAKATI: BASIS FOR PROGRAM
ENHANCEMENT
Researcher : MARCELA T. RIVERA
Adviser : NIÑO FAUSTINO
Degree : MASTER OF ARTS IN EDUCATION, MAJOR IN

EDUCATIONAL MANAGEMENT
Date Completed :
School : UNIVERSITY OF MAKATI
Pupils in the primary and intermediate level view gender and development
differently. In school, younger pupils do not restrict themselves to activities that define
their gender. The female pupils do not see their gender as a hindrance to doing activities
that male pupils usually do. But in the intermediate level, some female pupils shy away
from activities that reflect their gender. Most of the strenuous activities which usually
involves heavy work becomes the task of the male pupils. These male pupils become
very confident that most of the female pupils rely on them for their strength.
In school it has become the responsibility of teachers to erase the barriers that
implicate these conditions. But sometimes pupils misunderstood these as something
negative. Some parents may see it as an additional task for their children. But truly it is
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not. It is something that would guide and train their children on developing awareness
about gender equality.
The purpose of this study is to gauge the implementation of gender and development
among elementary school teachers in District III of Makati city. How their level of
acceptance and awareness affect the way they deal with different students. The problem
statement associated with this review will seek to review the level of implementation of
elementary grade teachers on gender and development and how it affects their teaching
profession.
This study was conducted to determine the level of implementation of elementary
grade teachers on gender and development. This study also examined the performance of
pupils when they are in school, how they interact with the opposite gender and how
they realize the importance of each gender.
The data were obtained from groups of respondents which was limited to the selected
public school teachers of District III, Division of Makati City who have attended series
of GAD trainings and have implemented gender-responsive approach/ technique in their
respective schools in the district.
The data and information needed to describe quantitatively the assessment of Gender
and Development (GAD) Program was gathered by means of the researcher-made
questionnaire. The respondents were limited only to the public school teachers. The
school year 2019-2020 was covered in this study. The result of the study will serve as
basis to develop an enhanced Gender and Development Program so that pupils could
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easily cope with Gender Issues and concerns with the help of their parents, school, and
the community as well.
ACKNOWLEDGEMENT
The researcher expresses her deepest gratitude to all who helped her in the
completion of this thesis. Special appreciation and recognition are given to:
The City Government of Makati, for generously granting the researcher’s full
scholarship;
The University of Makati, for offering this relevant and useful program so that the
teachers can upgrade themselves in terms of education;

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Prof. Niño Faustino, her research adviser, for the encouragement and genuine
support and for inspiring her to move forward throughout the study;
Harline G. Aban, for sharing his insights and expertise towards the improvement of
the study;
Russel C. Posadas for his enthusiasm in sharing his IT skills;
To the members of the Panel of Examiners, Dr. Editha Marcelo, Dr. John Paul
Dagum, Dr. Teresita Tapalla for their insightful comments and challenging questions;
To Dr. Jonardo Y. Pablo, Mr. Welbert D. Borlado, Mr. Ronald C. Lontoc, Mr.
Gerardo B. Rey, the school principals of Hen. Pio del Pilar Elementary School Main,
Hen. Pio del Pilar Elementary School I, Bangkal Elementary School-Main, and Bangkal
Elementary School-I respectively for their trust and support in allowing her to conduct
her study in their respective schools.
To the District III teachers and Grade Five Pupils of Hen. Pio del Pilar
Elementary School I, for their full participation and cooperation in answering the
survey questionnaires and interviews conducted by the researcher;
To Mrs. Ana Lorraine P. Gumatay, for being very amenable and sharing her time
and linguistic competence;
To Jocelyn S. Ongdico, Maribeth M. Madlangbayan, Emma V. Segundo, for their
prayers support and encouragement.

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To her parents, Elezera A. Torrefiel and Sulpicio V. Torrefiel for their
unwavering faith, unconditional love and endless moral and emotional care throughout
the years of the study;
Finally, to her husband, Rhandy A. Rivera, for his unfading love and for
understanding the researcher and above all, to her children, Rafael John T. Rivera and
Neil Patrick T. Rivera, for being the researcher’s strength and inspiration which led the
way to the realization of this study;
To all the individuals whose names did not appear in the manuscript, who unselfishly
extended their prayers, assistance, time, effort, guidance and encouragement in the
completion of this study.
Above all. To God Almighty, for the gift of life, talent and opportunity bestowed
upon the researcher;
The researcher extends her deepest gratitude to all of them.
MTR
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DEDICATION
I humbly commit this treasured work:
To my MOTHER and FATHER,
Mr. and Mrs. Sulpicio and Elizera Torrefiel
who have given their ethical support,
To my SIBLINGS
Veronica T. Muccas, Sulpicio A. Torrefiel Jr.
and Enrique A. Torrefiel
who have been there to boost me up,
To my Husband,
Mr. Rhandy A. Rivera

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For his unfading love, invaluable effort and prayers no matter what
To my children,
Rafael John T. Rivera and Neil Patrick T. Rivera
For the inspiration they continuously give me.
They all have been my inspiration to finish my studies.
MTR
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TABLE OF CONTENTS
Title Page…………......................................i
Approval Sheet…………………………………………….ii
Acknowledgment………………………………………...iii
Dedication…………………………………………………….v
Abstract………………………………………………………..v
i
Table of Contents…………………………………………ix
List of Tables ……………………………………………….xi
List of Appendices………………………………………..xiii
List of Figures……………………………………………….xiv
CHAPTER
1 THE PROBLEM AND ITS SETTING
Introduction ……………………………………………..1
Background of the Study ……………………….. 3
Conceptual Framework ………………………..... 5
Statement of the Problem ……………………….8

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Significance of the Study …………………….....9
Scope and Delimitation of the Study ………11
Definition of Terms …………………………………..11
2 REVIEW OF RELATED LITERATURE
Related Literature ……………………………………..13
Related Studies ………………………………………….13
Synthesis ……………………………………………………20
3. RESEARCH METHODOLOGY
Research Design ………………………………... 22
Research Locale………………………………..... 23
Population and Sampling ……………………….. 23
Research Instrument ……………………………. 30
Data Gathering Procedure …………………….. 34
Data Analysis …………………………………………..35
4. PRESENTATION, ANALYSIS, AND

INTERPRETATION OF RESULTS………37
5. SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary…………………………………………………….49
Conclusions…………………………………………………54
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Recommendations………………………………………55
REFERENCES …………………………………………..………56
APPENDICES ……………………………………………………60
CURRICULUM VITAE …………………………………….83
LIST OF TABLES
Number Title Page
1 Demographic Profile of the Teacher- Respondents
in terms of Age
2 Demographic Profile of the Teacher- Respondents
in terms of Sex
3 Demographic Profile of the Teacher-Respondents
in terms of Civil Status
4 Demographic Profile of the Teacher-Respondents
in terms of Length of Service
5 Demographic Profile of the teacher-respondents
in terms of Highest Educational Attainment
6 Level of Implementation of Gender and

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Development Program in terms of Formation of
Focal Persons
Development Program in terms of Identification
of Appropriate Intervention
Development Program in terms of Identification
of Appropriate Intervention
9 Summary of Mean Scores and Standard Deviations
on the Level of Implementation of Gender and
Development (GAD) Program
10 Difference in the Teachers’ Assessment on the
Level of Implementation of Gender and
Development Program according to Age
Development Program according to Sex

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Development Program according to Civil Status
Development Program according to Highest
Educational Attainment
Level of Implementation of Gender and Development
Program according to Length of Service
15 Difference in the Teachers’ Assessment on the Level
of Implementation of Gender and Development
Program according to Schools
15.1 Post Hoc ANOVA Test in the Difference of Teachers’
Assessment on the Level of Implementation of Gender
and Development Program according to Schools

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UNIVERSITY OF MAKATI 1
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LIST OF APPENDICES
Title Page
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LIST OF FIGURE
1 Research Paradigm 8
CHAPTER I
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THE PROBLEM AND ITS SETTING
INTRODUCTION
School is one of the places, which shows gender issues. Many studies show different
matters of discrimination, both big challenges for teachers to cater to the different needs of
the students. Sometimes teachers forget to give importance to the gender of their students.
As educators or parents or just as adults, we all acknowledge that there are differences
between boys and girls as well as differences between women and men. There are
discourses these days about whether or not the differences are a result of nature or nurture.
(Hernandez & Cudiamat, 2017)
As classroom teachers, the nature vs. nurture debate is not that relevant to us. What is
relevant is that teachers see gender differences in the students in our classrooms and
eliminate gender issues and biases such as beliefs, ideas, attitudes, and behaviors that block
an individual’s attainment of full potentials or satisfying life.
To ensure the elimination of all forms of discrimination against women and children, the
Department of Education issues the Gender Responsive basic Education Policy. Through
this policy, the DepEd commits to integrating the principles of Gender Equality, gender
equity or sensitivity, non-discrimination and Human Rights in the provision and
governance of basic education. Under the Implementing Rules and Regulations of RA No.
10533 the Deparment of Education (DepEd) is mandated to ensure that the basic education
curriculum is gender- and culture- sensitive.(Rule II, Section 10.2).
What is GAD or Gender and Development? GAD is a development perspective that
recognizes that there are blocks (gender biases) to development. It is a paradigm of

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development that takes into consideration how differently women and men participate in,
benefit from, and control resources and activities in the social, economic, political and
cultural sphere. It is being faithful to the principle that development is for all. Fairness
and equity demand that everyone in society, whether male or female has the right to the
same opportunities to achieve a full and satisfying life ( Philippine Commission on
Women). GAD is not a war of sexes nor it is an anti-male. It is not role reversal but
understanding relationships since women and men are victims of stereotyping.
In Southeast Asia, the Philippines supports the ASEAN Socio-Cultural Community
Blueprint 2025, which envisions an inclusive Asean that works toward the achievement of
gender equality and the elimination of all forms of discrimination.
However, the Women’s Empowerment, Development, and Gender Equality Plan 2013-
2016 published by the Philippine Commission on Women (PCW) summed up the enduring
gender issues in Philippine Education as follows:
Boys are underperforming in key education indicators compared to girls. Next,
Indigenous Peoples (IP) fall behind in enrolment data and experience discrimination. Then,
higher education degrees manifest gender-segregation. Afterward, gender biases and
stereotypes remain and are still embedded in the curricula, instructional methods, materials,
and instructional media. Finally, women and girls continue to be vulnerable to sexual
harassment and violence inside schools.
Moreover the results of the 2016 National Baseline Study on Violence Against Children
by the Council for the Welfare of Children and Systematic Literature Review on the
Drivers of Violence Affecting Children by the United Nations Children’s Fund (UNICEF)
show that: First, there is a higher prevalence of violence against children among both
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boys and girls and increasingly, more boys are becoming victims of sexual abuse than girls.
Next, sexual harassment is the most frequent form of sexual violence with girls being
particularly vulnerable. Lesbian, gay, bisexual, and transgender (LGBT) youth are also at
risk of sexual violence. Then LGBT children are at a higher risk for physical and
psychological bullying. Furthermore, children’s previous experiences of violence drive
violent behavior in schools. Finally, despite the high prevalence of violence, disclosures are
reported to be low. However, teachers are the most common persons children disclosed to
and sought help from. As such teachers and school personnel need to have appreciation and
understanding of children’s rights. With all the above issues and concerns this study would
like to find out which component of the Gender and Development (GAD) Program is not
given proper attention for its full implementation.
It is in this light that this study would like to find out which component of the Gender
and Development (GAD) Program will be given emphasis.
Background of the study
The researcher, who has been working for almost nineteen years in one of the
respondent schools of the study, had experienced being the School Guidance Coordinator
for five years. This took place from school year 2007-2008 to 2012-2013. However the
researcher needed to choose between family and career that is why the researcher decided
to give up being a Guidance Coordinator of the school and focus more on her two children
who were three years old and one year old then. School Counselors are responsible for
working with pupils who need help in managing their academic performance and on how to
behave in a proper manner in order to become a better person (Reyes, 2018). For five years
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of being the School Guidance Coordinator, the researcher had a grasped of school concerns
and issues pertaining to pupils. An issue about a grade five pupil who was bullied in the
classroom for being a gay was an experienced that the researcher will never forget. That
grade five pupil who had been constantly brought to the Guidance Office was the center of
bullying in their classroom for his classmates made fun of him because of his unusual ways
and gestures. That said pupil negatively reacted to his classmates for he felt rejected by
them this affected his academic performance to the extent that he did not want to go to
school anymore. This is the reason that prompted the researcher to conduct this study to be
able to help resolve pupils’ issues and concerns, regarding gender and development and to
help inculcate the importance Gender and Development Program in school.
The Department of Education (DepEd) issued DO 32, S. 2017 or better known as
GENDER-RESPONSIVE BASIC EDUCATION POLICY. Through this policy, the DepEd
commits to integrate the principles of Gender Equality, gender equity, gender sensitivity,
non-discrimination and human rights, in the provision and governance of basic education.
This is in line with the Deped’s mandate to ensure access to quality basic education for all.
Because of this Policy GAD focal persons where assigned in the different schools in the
division of Makati. In every school there should be a Technical Working Group (TWG)
which are composed of School Head as the chairperson, and a GAD Focal Person with its 2
members. All of them are expected to work hand-in-hand to implement GAD program in
the school, in addressing some of the issues connected to GAD. Such as conducting series
of Gender Equality sensitive seminars for intermediate pupils to make them understand,
accept and respect all types of genders including children with disability. For parents there
should be a parenting seminar in all grade levels, to make parents understand, respect,
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accept all types of genders. The seminar will also provide them practical tips on how to
deal with their children regarding GAD issues. GAD focal person on the other hand will
cascade issues and concerns among teachers from there, they will work hand in hand to
evaluate on-going Gad school program. However, as I observed, GAD program is used in
team building only among teachers and no effort has been done to cascade it among pupils
and parents who should also be the target beneficiaries. Partly, GAD program seems to be a
paper compliance on its end. Maybe because the program is just new in schools that Focal
Persons are still groping in the dark about its implementation. Or maybe teachers are so
much loaded with paper works that accomplishing it adds another burden on their
shoulders.
The researcher observed that Gay and Lesbian pupils are bullied by their classmates
which leads to poor academic performance and fight in school, or worst causes absenteeism
to the pupil concerned. Next, some parents show lack of support if the gender of their
children is contrary to their standards. Then, lack of opportunities to learn about GAD
issues, core messages and laws are not properly disseminated. And finally, supporting
Gender equality inside the classroom through providing trainings among teachers and
school personnel about the different strengths and styles that different genders bring to the
work table. These are just a few of the challenges that a school is going through. Making
an effective GAD program in the school will be of help to lessen or ideally eradicate these
issues and concerns. Through the involvement and participation of different stake holders
such as LGU, private sectors, parents, school personnel and pupils will be of great help to
improve and address those underlying challenges.

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The integration of gender-sensitive teaching strategy remains to be a challenge among
educators. This social issue requires more in-depth exploration especially in the classroom
to promote its significance and determine its applicability and effectiveness.
The result of the study will be served as basis to develop an enhanced Gender and
Development Program so that pupils could easily cope with Gender Issues and concerns
with the help of their parents, school, and the community as well.
Statement of the Problem
The objective of the study was to assess the implementation of Gender and
Development (GAD) Program as perceived by the public elementary school teachers in
Makati City.
Specifically, it endeavored to answers the following questions:
1. What is the profile of the respondents in terms of:
1.1 age;
1.2 sex;
1.3 civil status;
1.4 highest educational attainment; and
1.5 length of service?
2. How do the teachers assess the Gender and Development (GAD)
Focal Persons’ level of implementation in terms of :

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2.1 Formation of Gender and Development(GAD)focal persons;
2.2 Identification of Appropriate Intervention;
2.3 Setting up of Resources;
2.4 Preparation of Gender and Development (GAD) Plan?
3 . Is there a significant difference in the teachers’ assessment on the level of
implementation of Gender and Development Program when the respondents are
grouped according to their profile?
grouped according to their profile among schools?
5 . Based on the findings, what program enhancement can be proposed to strengthen the
implementation of GAD?
Hypothesis
Based on the foregoing problems the hypothesis is formulated such as:
There is no significant difference in the assessment of Gender and Development
(GAD) Program as perceived by the respondents when grouped according to their profile.
(GAD) Program as perceived by the respondents when grouped according to their profile
among schools.
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Significance of the Study
The findings of the study shall be beneficial to the following:
Gender and Development (GAD) Implementers. The personnel in charged with the
implementation of the future GAD plans are expected to make activities more wholesome
and effective, relevant and attuned to the needs of the teachers in particular and to times in
general.
Administrators. The findings of the study may serve as guide post in the formulation
of objectives to be achieved in the selection of programs to be implemented in future GAD
programs with proper consideration of the training needs of the clientele. It is also expected
to assist and identify effective devices, taking into account the human and material
resources involved.
Teachers. It will direct them to develop further their instructional skills and make
them analyze their importance in the effective teaching-learning process with gender
sensitivity.
Students. The students will be benefited of whatever relevant changes or
improvements are to be made because they are the ones who will be greatly affected of the
program through quality of instruction.
Scope and Delimitations of the Study

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This study was delimited on the four schools in the District III, Division of Makati City
where the Gender and Development (GAD) Program was implemented. These schools are:
Hen. Pio del Pilar Elementary School Main, Hen. Pio del Pilar Elementary School I,
Bangkal Elementary School Main, and Bangkal Elementary School I. These schools were
chosen by the researcher as sources of data.
The major groups of respondents was limited to the selected public school teachers of
District III, Division of Makati City who have attended series of GAD trainings and have
implemented gender-responsive approach/ technique in their respective schools in the
district.
The data and information needed to describe quantitatively the assessment of Gender
and Development (GAD) Program was gathered by means of the researcher-made
questionnaire. The respondents were limited only to the public school teachers. The school
year 2018-2019 was covered in this study.
Definition of Terms
The following terms are defined in terms of the context in which they are used in this
paper for better understanding on the part of the reader:
GAD Focal Point System – is an interacting and interdependent group of people in
all government instrumentalities tasked to catalyze and accelerate gender mainstreaming. It

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is a mechanism established to ensure and advocate for, guide, coordinate, and monitor the
development, implementation, review and updating of their GAD plans and GAD-related
programs, activities and projects (PAPs).
GAD Plan and Budget – is a systematic approach to gender mainstreaming, carried
out by all government instrumentalities, through the annual development and
implementation of programs, activities and projects and addressing gender issues and
concerns in their respective organizations, sectors and constituencies by utilizing at least
5% of their total budget allocation
Gender. This refers to the social and cultural characterization of what men and women
are.
Gender and Development (GAD). This refers to the development perspective and
process that are participatory and empowering, equitable, sustainable, free from violence,
respectful of human rights, supportive of self-determination and actualization of human
potentials.
Gender Awareness. This refers to knowledge of male and female roles and
expectations, recognition that gender influences differences in power, and specifically “the
processes men and women undergo as they deal with gender issues”.
Gender Equality. This refers to elimination of all forms of discrimination based on
gender so that girls and boys have equal opportunities.
Gender Equity. This refers to giving equal treatment to both girls and boys to access
resources and opportunities.
Gender Issues. This refers to the “issue of ‘difference,’ as related to gender” and
pertains to the variations in men’s and women’s experiences, roles, power, and privilege.
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Gender Mainstreaming. This refers to identifying concrete actions to promote gender
equality and eliminate gender discrimination in systems, structures, policies, programs,
processes and procedures.
Gender Role. This refers to the behaviors, attitudes and personality characteristics that
are socially determined as appropriate for males or females.
Gender Sensitivity. This refers to the act of being aware of the way people thinks
about gender, so that every individual rely less on the assumptions made from the
traditional view on the roles of men and women.
Human Rights. This refers to the basic rights and freedoms that belong to every
person in the world, from birth until death. These basic rights are based on shared values
like dignity, fairness, equality, respect and independence.
Identity. This refers to an individual’s concept of sense of self; the image(s) of how a
person perceives oneself.
Implementation. This refers to devising of ways and means to realize objectives. It is
a process of carrying out a project plan, policy and directive with focuses on the degree to
which it fulfills its stated goals.
Proposed SOGIE Bill. This refers to the proposed legislation of the Congress
particularly Emmeline Y. Aglipay-Villar, Kaka J. Bag-ao and Geraldine V. Roman. This is
an act prohibiting discrimination on the basis of sexual orientation or gender identity or
expression. It declares that the state recognizes the fundamental right of every person
regardless of sex, age, class, status, ethnicity, color, disability, religious and political
beliefs, sexual orientation, or gender identity or expression, to be free from any form of
discrimination.
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Resources. This refers to reserve supplies of money, personnel or equipment needed in
the conduct of the GAD Program.
Teacher Retraining. This refers to the process of reorienting a teacher to enrich his
knowledge on the new educational development relevant to his field of specialization. It
may also mean that a teacher in one learning area can be trained in another area where there
is a need for such expertise.
Workshops. This refers to group of people working on a project, discussing a topic or
studying a subject. In this study, it pertains to a gathering of a group of teachers where
discussions of topics about a particular subject are done. It is an activity on staff
development.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the highlights of the studies on the related principles and concepts,
both on foreign and local sources that have significant bearing to the present investigation.
Nature of GAD
Gender and Development (GAD) is a development approach that seeks to equalize
the status and conditions of and relations between men and women by influencing the
process and evaluation, so that they would deliberately address the gender issues and
concerns affecting the full development of women. This approach seeks not only to
integrate women in the development process but also to continually search for new
innovative initiatives that will help transform unequal social/gender relations into creative
opportunities that would equally benefit both men and women (DMB-NEDA-NCRFW
joint Circular 2004).
Gender refers to the specific set of characteristics that identifies the social behavior
of women and men and the relationship between them. Gender alludes not simply to
women or men but the relationship between them and the way it is socially constructed.
Since gender biases exist and these biases prevent people from attaining their full
potentials, development is impeded.

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GAD is not war of the sexes, nor anti-male. GAD is concern to both men and
women (both of them are victims although women are more vulnerable than men.) because
both have a stake in the struggle for gender equality.
Purpose of GAD
Gender and Development (GAD) is concerned with women and her specific roles,
responsibilities and expectations in the society. It also analyzes the nature of women's
contribution within the context of work done both inside and outside the household and
reflects the public/private dichotomy that undervalues the work done by women in the
home.
GAD focuses on the principle that development is for all. Everyone in society,
female or male, has the right to equal opportunities to achieve a full and satisfying life.
Gender inequality in society is a genuine issue of concern to the international
community. As global awareness is believed to be the key to improving the situation of both
men and women, it is also considered to be the most significant means for achieving gender
equality and women's empowerment. The cooperation between international organizations
and national governments on the issue of gender equality is increasing, and the focus is to
advance and improve women's conditions as well as their societies (Belal, 2013). United
Nations (UN) conferences and resolutions address human rights and women's rights as well,
in various domains throughout the world, include the UN Declaration of Human Rights in
1948, the UN Declaration of the Rights of Child in 1959, the UNESCO Convention against
Discrimination in Education in 1960, the UN Convention on the Elimination of All Forms
of Discrimination against Women in 1979, the UN International Women's Year in 1975, the
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UN Decade for Women 1975-1985, the Nairobi Forward Looking Strategies to the Year
2000 in 1985, and the Beijing Conference in 1995 (Hamza, 2012). These conventions,
declarations and resolutions intend to uphold the principle of human rights, equality, and
women's rights to be completely educated and participate fully in the economic, political,
and social life of their societies. Gender equality, according to UNESCO (2015), should be
based on providing the same opportunity to women and men, boys and girls, to participate
completely in the development of their societies and to achieve self-fulfillment. It also
indicated that gender equality is a key to development.
Women’s and men’s rights, responsibilities and opportunities will not depend on
whether they are born male or female (Gumba 2013). Gender equality implies that the
interests, needs and priorities of both women and men are taken into consideration,
recognizing the diversity of different groups of women and men. It is, first and foremost, a
human right. Empowering women is also an indispensable tool for advancing development
and reducing poverty (United Nations Population Fund, 2013). Gender equality is seen
both as a human rights issue and as a precondition for, and indicator of, sustainable people-
centered development (United Nations Entity for Gender Equality and the Empowerment
of Women, 2012).
In the Philippines, the pursuit of gender equality and women’s empowerment has
achieved major inroads in the past decades. The gender responsive laws, policies, and
programs in place and the institutional and enabling mechanisms in national government
agencies and local government units are a result of the continuing advocacy of government
and its partners among lawmakers, people’s organizations, civil society groups, and the
academe (Women’s EDGE Plan 2013–2016).

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The Philippines, as reported by Mercurio (2015), has been consistent in making to
the top 10 global ranking in the Global Gender Gap Index of World Economic Forum
(WEF) since 2006. The index is comprised of 14 indicators measuring educational
attainment, health and survival, economic participation and opportunity, and political
empowerment. It measures the difference between men and women’s access to resources
and opportunities rather than the total level of attainment. The Philippines’ stellar position
among countries with viable track records in gender equality is partly due to the fact that
the country has an extensive and impressive institutional framework to promote gender
equality (MacPhail, 2015). More so, the highest law of the land sees to it that women are
protected.
Ironically, Anonuevo (2012) observed that the gender situation in the Philippines is
characterized by sharp contradictions. It graphically showcases samples of women’s
advancement in politics, academic and professional excellence, and even legislation. But
this is contrasted by images of prostituted women, battered wives, economically
disadvantaged women and exploited migrant workers. As such, there is still a need to
propagate gender equality and women’s empowerment to the widest audience as possible.
According to the studies by ILO (2015), the evident need to change both women's
and men's attitudes towards gender equality, and the role of gender stereotypes in shaping
these attitudes, is a key topic which is at the heart of women's empowerment and gender
equality endeavors. To change attitudes implies changing perceptions, understanding,
expectations, beliefs and language, all of which are deeply rooted in one's experience,
inherited socio-cultural value systems, prevalent modes of thinking, peer pressure, personal
hopes and fears, and so much more, which is often difficult if not impossible to express.
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Education, culture, communication and information obviously play an important part. All
of these have an impact on the individual's attitudes, and are by and large prominent in
perpetuating sexist stereotypes, in practically all societies today. A concerted, consolidated
approach is necessary to deal with their root causes, and government agencies can mobilize
the necessary effort for this.
Why GAD needs to be implemented inside the classroom?
What happens in the teaching and learning processes in the classroom plays a big
role in determining how well girls and boys participate in education and whether they stay
in school and do well in their studies (Mlama et al 2005). Because teachers are central to
the teaching and learning processes, their understanding and awareness of gender
responsiveness is key to the effective participation of the girls and boys in learning
processes. Gender responsive teachers understand and respond to the specific needs of girls
and boys in the teaching and learning processes. They do this by being aware of the special
needs of girls and boys such as sexual maturation issues and by encouraging equal
participation and involvement of boys and girls in class activities and ensuring equal access
to learning materials. However teachers are gender beings. Teachers themselves are
products of their society and can carry with them the gender norms of their communities.
Teachers can create the appearance of gender bias through unintentional, nonverbal actions.
The major obstacle facing teachers today is an apparent lack of gender skills for
instruction, yet the ability of the teacher to use gender responsive pedagogy effectively can
be strengthened if the teacher is well grounded in gender responsive teaching skills. In a
study conducted by Thessa A. Hernandez and Mario A. Cudiamat on 2017 which aimed
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to apply the Gender and Development (GAD) approach in teaching Filipino Literature
among Grade 8 learners. This study revealed that there is an increase in the pre-test scores
when the students were exposed to the gender-sensitive teaching approach. The learners are
also encouraged based on the interviews and observation conducted. The study suggests the
gender-responsive teaching approach be integrated in the classroom to promote gender
equality and contribute to the improvement of learner's academic performance.
Sadker and Tannen found out that the differences in social interaction styles happen
in the classroom as well. Boys, on average, are more likely to speak up during a class
discussion—sometimes even if not called on, or even if they do not know as much about
the topic as others in the class (Sadker, 2002). When working on a project in a small co-ed
group, furthermore they have a tendency to ignore girls’ comments and contributions to the
group. In this respect co-ed student groups parallel interaction patterns in many parts of
society, where men also have a tendency to ignore women’s comments and contributions
(Tannen, 2001).
On the academic and cognitive differences girls are more motivated than boys to
perform well in school, at least during elementary school. By the time girls reach high
school, however, some may try to down play their own academic ability in order make
themselves more likeable by both sexes (Davies, 2005). Even if this occurs, though, it does
not affect their grades: from kindergarten through twelfth grade, girls earn slightly higher
average grades than boys (Freeman, 2004). This fact does not lead to similar achievement,
however, because as youngsters move into high school, they tend to choose courses or
subjects conventionally associated with their gender—math and science for boys, in
particular, and literature and the arts for girls. By the end of high school, this difference in
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course selection makes a measurable difference in boys’ and girls’ academic performance
in these subjects.
In terms of attention paid teachers in general interact with boys more often than
with girls by a margin of 10 to 30 percent, depending on the grade level of the students and
the personality of the teacher (Measor & Sykes, 1992). One possible reason for the
difference is related to the greater assertiveness of boys ; if boys are speaking up more
frequently in discussions or at other times, then a teacher may be “forced” to pay more
attention to them. Another possibility is that some teachers may feel that boys are
especially prone to getting into mischief, so they may interact with them more frequently to
keep them focused on the task at hand (Erden & Wolfgang, 2004). Still another possibility
is that boys, compared to girls, may interact in a wider variety of styles and situations, so
there may simply be richer opportunities to interact with them. This last possibility is
partially supported by another gender difference in classroom interaction, the amount of
public versus private talk.
In another study made by Bassi et al (2016) found out that the amount and type of
attention teachers devote to girls and boys in the classroom, depending on the subject area.
The fact that clear patterns already appear in four grader students is important, given that
gender gaps tend to increase as students move up in school grades (Bharadwaj et al., 2015).
Many highly able girls and boys may wrongly conclude from such experiences that their
abilities are insufficient for careers, respectively, involving math and science or literature
and communication. Receiving more teacher attention (positive or negative) has
consequences for students in terms of motivation, aspirations, and performance (Bauer
2000; Frawley, 2005; Sadker 1999; Sadker and Sadker, 1994; Streitmatter 1994;
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Wellhousen and Yin 1997), as well as concerning long-term outcomes, such as decisions
about college (Lavy and Sand, 2015) and future employment possibilities and earnings.
In spite of most teachers’ desire to be fair to all students, it turns out that they
sometimes distribute praise and criticism differently to boys and girls.The tendency is to
praise boys more than girls for displaying knowledge correctly, but to criticize girls more
than boys for displaying knowledge incorrectly (Golombok & Fivush, 1994; Delamont,
1996). Another way of stating this difference is by what teachers tend to overlook: with
boys, they tend to overlook wrong answers, but with girls, they tend to
overlook right answers. The result (which is probably unintended) is a tendency to make
boys’ knowledge seem more important and boys themselves more competent. A second
result is the other side of this coin: a tendency to make girls’ knowledge less visible and
girls themselves less competent.
The design of policies addressing gender bias should consider that biases are often
unconscious; teachers are not necessarily aware of the gender bias they convey in their
daily classroom practice (Davis, 2000; Frawley, 2005). Biases are based on myths and
beliefs that are not necessarily grounded on hard evidence or even direct experience, but
they shape our everyday behavior. For example, there is a general perception that girls talk
more in class than boys. In one of their studies, Sadker and Sadker (1985) show a film of a
classroom discussion and ask teachers and administrators which gender talked more. The
majority of teachers claimed that girls talked more that the boys, but the quantitative data
showed that boys talked three times as much.
Furthermore, Schumow and Schmidt (2013) use observational methods as part of
their study of the effect of teachers’ beliefs and practices on the performance of girls in
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U.S. high school science classes. Girls and boys in this study achieved the same grades in
science, but the girls rated themselves as significantly less competent and had less positive
attitudes toward the subject. The authors find that teachers spend an average of 39 percent
more time addressing male students than their female counterparts, a finding not explained
by student initiation. They also find that teachers address boys more often than girls about
content/knowledge issues. Although the teachers in this study verbally denied there were
gender differences in science performance, the observations reveal that they held implicit
beliefs suggesting gender bias.
More recently, Lavy and Sand (2015) examine the short- and long-term impacts of
teachers’ gender bias on the academic achievements of girls and boys in Israel during
middle and high school and on their decision to take advanced level courses in math and
sciences during high school. The main finding is that teachers’ bias favoring boys have a
positive effect on the achievements of boys and a negative effect on those of girls. The
impact continued in high school, when researchers found that girls who had been
discouraged by their elementary school teachers were much less likely than boys to take
advanced math and science courses. Another key result is that teachers’ biases at early
stages of education have long-term implications for female and male occupational choices
and earning potentials, because taking advanced courses in math and science is a
prerequisite for post-secondary schooling in STEM fields.
According to Sax (2015) with gender-based instruction, it has been important for
educators and parents to understand that it is taking what we already know about how boys
and girls learn and using it for the child's advantage. It would mean engaging girls in math,
science, and technology, while promoting reading and writing with “boy friendly” literature
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in the classroom. Gender based classrooms are not intended to have a different curriculum
for boys and girls. It is not giving preference for one gender over another and it is not
segregation.
Chadwell (2017) suggested that teachers must recognize the energy that boys bring
to the classroom as a learning opportunity instead of behavior that needs to be controlled.
Here are two strategies for working with boys. Put boys to work after providing them with
an abbreviated, bulleted set of instructions. Have them answer questions after 10 minutes of
work. Use problem-based learning. Start units or lessons with an essential question
involving decisions or choices. Teachers must delight in the richness of girls, and accept
their tendency to please the teacher, all while appropriately channeling their desire to
please during discussions, lessons, or units. Here are three strategies for working with girls:
Take time to explain instructional processes, answer their questions, consider their
suggestions, and probe their hypotheses. Use project-based learning. Embed units and
lessons with connections to the real world, and show relationships between the
content/skills and the lives of real people.
As reported by Global Education Monitoring Report (2017), Boys and Girls must
feel welcome in a safe and secure learning environment. Governments, schools, teachers
and students all have a part to play in ensuring that schools are free of violence and
discrimination and provide a gender-sensitive, good-quality education. To achieve this,
governments can develop nondiscriminatory curricula, facilitate teacher education and
make sure sanitation facilities are adequate. Schools are responsible for addressing school-
related violence and providing comprehensive health education. Teachers should follow
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professional norms regarding appropriate disciplinary practices and provide unbiased
instruction. And students must behave in a non-violent, inclusive way.
Teacher has a lasting impact on their students . Educators need to have gender
awareness to be open to girls and boys choices in learning and development. It will help
children explore who they are and make connections to people around them. Thus they will
gain self-confidence, well-being, peer acceptance and social support.
GAD LAWS IN GOVERNMENT
The Gender and Development (GAD) policy is one of the most controversial
policies ever adopted by the Philippine government to promote the advancement of women.
Since 1986, the Philippine government has been actively promoting gender, a policy that
aims to eradicate gender inequalities and enable women and men to equally contribute to
and benefit from development (Contreras, 1998). Regardless of age, the teachers have one
goal in mind and that is to promote gender equality among their students.
To ensure that explicit, implicit, actual and potential gender biases are removed, the
government has embarked on gender and development (GAD) as one of its priority
program. It is a development perspective it seeks to equalize the status and condition of and
relations between them.
Presidential Decree (PD) No. 633, dated January 7, 1975, established the National
Commission on the Role of Filipino Women (NCRFW) now called the Philippine
Commission on Women (PCW). The said PD serves as an advisory body to the President
and his Cabinet on policies and programs for the advancement of women. It is
mandated "to review, evaluate and recommend measures, including priorities to ensure the
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full integration of women for economic, social and cultural development at national,
regional and international levels, and to ensure further equality between women and men."
Executive Order (EO) 273, issued on September 9, 1995 and signed by President
Fidel V. Ramos, adopted the Philippine Plan for Gender-Responsive Development
(PPGD) 1995-2025. The PPGD 1995-2015 is a 30-year perspective plan that outlines the
policies, strategies, programs and projects that the government must adopt to enable
women to participate in and benefit from national development, while EO 273 directs all
government agencies, departments, bureaus, offices and instrumentalities, including
government-owned and controlled corporations, at the national level, sub-national and local
levels to: 1.1 To take appropriate steps to ensure the full implementation of the
policies/strategies and programs/projects outlined in the Plan; 1.2 To institutionalize
Gender and Development (GAD) efforts in government by incorporating GAD concerns, as
spelled out in the Plan; in their planning, programming and budgeting processes, but
specifically to:
1.2.1 Include/incorporate GAD concerns in the: (a) formulation, assessment and updating
of their annual agency plans; (b) formulation, assessment and updating of their inputs to the
medium/long-term, development plans; and (c) Preparation of their inputs to sectoral
performance assessment reports, public investment plans and other similar documents.
1.2.2 Incorporate and reflect GAD concerns in their: (a) agency performance commitments
contracts indicating key results areas for GAD as well as in their annual performance report
to the President; and (b) annual agency budget proposals and work and financial plans.
National Commission on the Role of Filipino Women (NCRFW) now
Philippine Commission on Women (PCW) 2001, came up with a tool named Gender
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Mainstreaming Evaluation Framework (GMEF) that will serve as guide for agencies in
assessing the levels of Gender and Development (GAD) mainstreaming and identify areas
of strengths and pointers for improvement.
Republic Act 9710 (PCW) lead in ensuring that government agencies and local
government units should be capacitated on GAD, hence updating the policies and
guidelines in GAD Mainstreaming.
General Appropriations ACT (GAA) On Programs/Projects Related to Gender and

Development (GAD)
"All concerned government entities shall submit their GAD plan to the National
Commission on Women for review. They shall likewise submit annual reports to Congress,
the Department of Budget and Management (DBM), NCW, indicating the
accomplishments and amounts utilized to implement programs/projects/activities
addressing gender issues and women empowerment. The evaluation of agencies utilization
of the GAD budget shall be performance-base"
Section27: Programs/Projects Related to Gender and Development (GAD)." In
consultation with the National Commission on Women, all departments including their
attached agencies ,offices, bureaus, agencies, state universities and colleges, government-
owned and controlled corporations and other instrumentalities, shall formulate a GAD
Plan, designed to empower women and address gender issues, in accordance with R.A.
7192 and the Philippine Plan for Gender Responsive Development (PPGD), 1995-2025.
Section 37 of the Implementing Rules and Regulations (IRR) Mandates all
government agencies, offices, bureaus, instrumentalities, State Universities and Colleges
(SUCs), Government-owned and Controlled Corporations (GOCCs) and LGUs to “pursue

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the adoption of gender mainstreaming as a strategy to promote and fulfill women’s human
rights and eliminate gender discrimination in their systems, structures, policies and
programs, processes and procedures.
Following from constitutional provisions and the subsequent efforts to broaden its
principles, numerous legislation were enacted that relates to the various aspects of women
and gender concerns, The list include: Gender and Development Law (5% of government
agencies' budget is for gender concerns). Party-List Law (women as a particular sector for
representation in the legislature through party-list elections). Anti-Sexual Harassment Law
(defining SH and providing mechanisms). Non-Discrimination Law in Labor Code (women
protection in hiring and pay). Comprehensive Agrarian Reform Law (equal rights for
women to be recipients of land). Military Training equality (women can enter the military
and police schools and providing facilities for them).
In addition, Emmeline Y. Aglipay- Villar, Kaka J. Bag-ao, and Geraldine V. Roman
sponsored an act prohibiting discrimination on the basis of sexual orientation or gender
identity or expression better known as SOGIE bill. Declares that the state recognizes the
fundamental right of every person regardless of sex, age, class, status, ethnicity, color,
disability, religious and political beliefs, sexual orientation, or gender identity or
expression, to be free from any form of discrimination. Futhermore, the state shall exert
efforts to address all forms of discrimination, marginalization and violence on the basis of
sexual orientation, or gender identity or expression, and to promote human dignity as
enshrined in the United Nations Universal Declaration on Human Rights.

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DepEd Order Pertaining to GAD
DO No.32s. 2017 Gender-Responsive Basic Education Policy
The department of education (DepEd) issues the Gender-Responsive Basic
Education Policy in line with its Gender and Development (GAD) mandate as stipulated in
the 1987 Philippine Constitution, Republic Act (RA) No. 9710 or the Magna Carta of
Women (MCW), RA 10533 or the enhanced Basic Education Act of 2013, and the
Philippines’ International Human Rights Commitments to the Universal Declaration of
Human Rights (UDHR), Convention on the Elimination of All Forms of Discrimination
Against Women (CEDAW), and the Convention on the Rights of the Child (CRC) among
others. Through this policy. The DepEd commits to integrate the principles of gender
equality, gender equity, gender sensitivity, non-discrimination and human rights, in the
provision and governance of basic education. Through this policy, the DepEd commits to
gender equality through gender-responsive basic-education to holistically develop Filipinos
with access to quality, culture-based basic education in a learner-friendly, safe, and
nurturing environment with the provision to continuously improve its support systems at all
levels of governance. Specifically, this policy aims to: a.) promote inclusive education that
ensures girls’ and boys’ and women’s and men’s equal access to learning opportunities, fair
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treatment in the learning process, and equitable outcomes as well as access to opportunities
in all spheres of life; b) promote the protection of children against all forms of gender-
based violence, abuse, discrimination, and bullying in schools; c) address gender-based
barriers and the different forms of discrimination as a result of being exposed to gender
inequality suffered by vulnerable and marginalized groups. This includes taking affirmative
steps where necessary to reduce gender gaps and disparities in basic education, and
rectifying through affirmative action such discrimination suffered by a gender group in the
workplace as a result of treatment that fails to recognize gender differences and thus
adversely affects that gender group (e.g., adopting gender-sensitive promotion standards
that give due consideration to women’s absence from the workplace on account of
maternity leave); d) involve all learners, teachers, and non-teaching personnel and other
stakeholders in the promotion of gender equality and non-discrimination through their
engagement in the curriculum, learning materials, teaching methodologies, and support
services that should not only aim at eliminating gender stereotypes, but also at
transforming gender relations toward empowerment and social change; e) strengthen
structures, systems, and methodologies that promote coordination to address gender
dimensions in planning, information exchange, design, and delivery of services; f) ensure
that public and private partners are fully oriented to adopt gender-equality standards and
procedures in program implementation and management; and g) continuously enhance
policy implementation and sustainability of results through periodic reviews, consultations
with stakeholders documentation, and promotion of good practices.
Municipality Order Pertaining to GAD Focal Point

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EXECUTIVE ORDER NO. 013 Series 2016. AN ORDER APOINTING THE GENDER
AND DEVELOPMENT (GAD) FOCAL PERSON IN THE MUNICIPALITY, Executive
Order No. 012 enacted on July, 2016 created the Gender and Development (GAD) Focal
Point;
WHEREAS, the GAD Focal Point is entrusted with the duty to establish GAD programs,
projects and activities and other gender-related plans;
WHEREAS, GAD programs can be efficiently and effectively implemented through the
designation of a capable person to personally coordinate, put into operation and execute
such programs; SECTION 1: Appoint the Gender and Development (GAD) Focal Person –
The Gender and Development (GAD) Focal Point shall have a GAD Focal Person who
shall implement the GAD Programs, Projects and Activities for this purpose, he/she shall
serve in the capacity and another person as Assistance Focal Person. SECTION 2. Duties
and Responsibilities of the GAD Focal Person – GAD Focal Person shall: Implement the
GAD Action Plan; Catalyze, coordinate, provide direction, monitor and serve a technical
adviser or programs and project on women, gender and development concerns within the
Municipality; Advise and assists the GAD Focal Point and discharge its duties in between
its meetings; Ensure that all Barangays shall prepare a GAD plan addressing gender issues
of their locality following Sec. 16 and 17 of the Local Government Code of 1991 and other
related provisions; Serve as Secretary to the GAD Focal Point, keeping and maintaining all
its records and preparing necessary documents; and Submit to the Mayor the three (3)
months progress reports on the implementation of GAD Programs and an End Project
Report (EPR) at the end of every activity, event or project, together with an in-depth
liquidation of expenses.
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RELATED STUDIES
GAD in Philippine Setting
According to Gumba (2013),in almost every aspect of the Philippine educational
system, women and girls outnumber men and boys (United Nations, 2011). The 2013
Functional Literacy, Education and Mass Media Survey (National Statistical Coordination
Board, 2010) showed that the basic literacy rate among females is 97.0% while 96.1%
among males. Functional literacy among females in the same period was also higher at
92.0% as against 88.7% among males. At public elementary level during the school year
2010-2011, female Net Enrollment Ratio (NER) was computed at 91.07% while male NER
was lower at 88.78%. Consequently, female participation rate in high school also exceeded
that of males at 63.53% vs. 53.65%.
As cited by Losaria (2014), even if there has been an effort to correct cultural biases
and role-stereotyping on women, misconceptions and gender biases have not been
corrected despite GAD trainings. Women are still seen as weak and often relegated to
domestic roles and reproductive providers. The same idea is elucidated in the Guidebook in
using Statistics for Gender-Responsive Local Development Planning (NCRFW, 2002).
According to this book, women need to have an equal share in power and decision making
in economic affairs to be able to enjoy a fair share of the economic resources and benefits,
including equal pay for work of equal value. Moreover, there has not been a corresponding
change in the sharing of home responsibilities. Even when both spouses are employed, the
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wife is still expected to continue being responsible for the house, resulting in multiple
burdens for women.
According to Hernandez (2018), the integration of gender-sensitive teaching
strategy remains to be a challenge among educators. This social issue requires more in-
depth exploration especially in the classroom to promote its significance and determine its
applicability and effectiveness. This study aimed to apply the Gender and Development
(GAD) approach in teaching Filipino Literature among Grade 8 learners. It specifically
employed gender-based differentiated instruction (GBDI). GBDI pertains to a teaching
approach where the teacher assigns group to students based on their gender, multiple
intelligences and learning style. Quasi-experimental research design was used to assess the
academic performance of the students while correlated t-test for the comparison of the pre-
test and posttest result of the students. This study revealed that there is an increase in the
pre-test scores when the students were exposed to the gender-sensitive teaching approach.
The learners are also encouraged based on the interviews and observation conducted. The
study suggests the gender-responsive teaching approach be integrated in the classroom to
promote gender equality and contribute to the improvement of learner's academic
performance.
Nicole Luongo (2013) studied the elementary awareness of school gender
inequality in student computer usage. It was designed to increase gender equity awareness
of teachers with respect to student computer and technology using. The findings indicated
that teachers who were exposed to gender equity professional development training
sessions were likely to exhibit gender equitable teaching behaviours than they did prior to
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the sessions. That data also revealed that teachers provided more equitable assistance to
their students after being presented with gender equity interventions.
Equally important is the research made by Palangdao, de la Cruz, and Alagao (2010).
They conducted a study primarily aimed to assess the level of awareness and the perception
of the faculty, staff and college students of Abra State Institute of Sciences and Technology
(ASIST) on gender equality. The significant findings of the study reveal that in terms of the
awareness level of the three groups of respondents whether male or female on the gender
law, they do not vary significantly from each other. This can be attributed to the activities
initiated by the College to acquaint its people regarding the gender law i.e. conduct of
seminars and integration of gender and development in the subjects of the faculty
especially those teaching the Social Science subjects. Due to these activities, the students
became aware of the gender laws.
Justo, Rosellle Eligio (2015) of the Philippine Normal University Conducted a
study on College Students’ Perception About Gender Equality. The study revealed that
majority of the respondents tended to place equal importance to both men and women in
the 4 places surveyed, but there were individual reasons and experiences by the
respondents that made them perceived that inequality was present to some situations. The
study further revealed the following findings: a)in home and family, the college students
perceived that equality is observed in supporting family needs, power, discussion of plans,
doing multiple roles, and sharing of values. Inequality is done in terms of decision-making,
doing chores, breadwinner and being open to emotions. b) Equality is present as the
respondents viewed in education and school particularly in leadership task, values, analysis
and comprehension, systematic, creativity, effectivity and efficiency, punctuality and

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regularity. Male respondents have higher regard to equality than some female respondents.
c) There is equal morality to both men and women in church and religion. d) The gender
role equality perception of the respondents in honor, promotion, multiple roles, emotions
and values are equal. Inequality is presently done in terms of leadership and administration.
In another study conducted by Justo, Rosellle Eligio (2017) about Gender Orientation
of Filipino Adolescents in a selected school setting revealed that males were oriented
differently than females. The males perceived themselves as strong while females are weak
and soft. It means that patriarchal ideology is still felt in our society. Females see
themselves as weak and soft. Two traits were seem to be dominant – that hurt in terms of
introspection. Furthermore the study showed that social institutions influence gender roles.
Hence the family, school, media and church are influential in differentiating gender roles.
At Home and family males were oriented by the family that men do the heavy works like
carpentry, water fetching, construction works and staying outside the house to work and
earn a living. At school and education the male respondents were influenced by the school
to carry heavy loads, fix things, become priests, gardener, carpenter and others. The school
takes part in socializing the males to the stereotyped roles. In church and religion, men can
be priests, sacristans, guard counsel, brothers, elders, church leaders and do the heavy and
difficult works. The church is part of patriarchy as it shows the administrative and high
positions were given mostly, if not always to men. In media, men were positively portrayed
as macho, good looking, gentle, good, strong and family provider. Men were negatively
projected as alcoholic. On the other hand home and family oriented women to do the light
works and usually stay at home to do the chores considered light and easy. At school the
females were influenced by the school to teach, clean and make research. Meanwhile the
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church and religion influenced women to become missionaries, nuns, treasurers, singers,
music directress, to help the needy, take care of the children pray and teach. While media
positively portrayed women as orderly, soft spoken demure, finesse, weak, romantic,
creative and doing chores. Thus the study implies that patriarchal ideology is still
manifested in our everyday life. There is much to be desired, therefore, in the way boys and
girls have to be socialized toward gender and equality.
Synthesis
The literature and related studies helped the researcher to have the profound
understanding about the relationship of variables that may contribute to the development of
this study. The literatures supported the researcher to clarify why there is a need to pursue
the study and what solution can be used to help District III schools.
Gender and Development (GAD) is a development approach that seeks to equalize
the status and conditions of and relations between men and women by influencing the
process and evaluation, so that they would deliberately address the gender issues and
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concerns affecting the full development of women. It focuses on the principle that
development is for all. Everyone in society, female or male, has the right to equal
opportunities to achieve a full and satisfying life.
Gender inequality in society is a genuine issue of concern to the international
community. As global awareness is believed to be the key to improving the situation of
both men and women. The cooperation between international organizations and national
governments on the issue of gender equality is increasing, and the focus is to advance and
improve women's conditions as well as their societies (Belal, 2013).
In the Philippines, the pursuit of gender equality and women’s empowerment has
achieved major inroads in the past decades. The gender responsive laws, policies, and
programs in place and the institutional and enabling mechanisms in national government
agencies and local government units are a result of the continuing advocacy of government
and its partners among lawmakers, people’s organizations, civil society groups, and the
academe (Women’s EDGE Plan 2013–2016).
However, Anonuevo (2012) observed that the gender situation in the Philippines is
characterized by sharp contradictions. It graphically showcases samples of women’s
advancement in politics, academic and professional excellence, and even legislation. But
this is contrasted by images of prostituted women, battered wives, economically
disadvantaged women and exploited migrant workers.
To ensure that explicit, implicit, actual and potential gender biases are removed, the
government has embarked on gender and development (GAD) as one of its priority
program. Some of the Laws pertaining to GAD in the Philippines are as follows: a)
Presidential Decree (PD) No. 633, dated January 7, 1975, established the National
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Commission on the Role of Filipino Women (NCRFW) now called the Philippine
Commission on Women (PCW). It is mandated "to review, evaluate and recommend
measures, to ensure the full integration of women for economic, social and cultural
development at national, regional and international levels, and to ensure further equality
between women and men"; (b) Executive Order (EO) 273, issued on September 9, 1995
and signed by President Fidel V. Ramos, adopted the Philippine Plan for Gender-
Responsive Development (PPGD) 1995-2025. The PPGD 1995-2015 is a 30-year
perspective plan that outlines the policies, strategies, programs and projects that the
government must adopt to enable women to participate in and benefit from national
development; (c) National Commission on the Role of Filipino Women (NCRFW) now
Philippine Commission on Women (PCW) 2001, came up with a tool named Gender
Mainstreaming Evaluation Framework; (d) Republic Act 9710 (PCW) lead in ensuring
that government agencies and local government units should be capacitated on GAD.
These are just few of the laws promulgated to support GAD implementation. On the other
hand education sector issued the Gender-Responsive Basic Education Policy Through
this policy. The DepEd commits to integrate the principles of gender equality, gender
equity, gender sensitivity, non-discrimination and human rights, in the provision and
governance of basic education. Since teachers are central to the teaching and learning
processes, their understanding and awareness of gender responsiveness is key to the
effective learning of their students. According to the study of Hernandez & Cudiamat
( 2017) gender-responsive teaching approach must be integrated in the classroom to
promote gender equality and contribute to the improvement of learner's academic
performance. However, in spite of most teachers’ desire to be fair to all students, it turns
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out that they sometimes distribute praise and criticism differently to boys and girls. The
tendency is to praise boys more than girls for displaying knowledge correctly, but to
criticize girls more than boys for displaying knowledge incorrectly (Golombok & Fivush,
1994; Delamont, 1996). In another study made by Bassi et al (2016) they found out that
the amount and type of attention teachers devote to girls and boys in the classroom,
depends on the subject area. (Bharadwaj et al., 2015) observed that gender gaps tend to
increase as students move up in school grades. Moreover, Davis (2000) and Frawley
(2005) reiterated that biases are often unconscious; teachers are not necessarily aware of
the gender bias they convey in their daily classroom practice.
According to Sax (2015) with gender-based instruction, it has been important for
educators and parents to understand that it is taking what we already know about how boys
and girls learn and using it for the child's advantage. Chadwell (2017) suggested that
teachers must recognize the energy that boys bring to the classroom as a learning
opportunity instead of behavior that needs to be controlled.
Meanwhile, in the Philippines Nicole Luongo (2013) studied the elementary
awareness of school gender inequality in student computer usage. She found out that
teachers provided more equitable assistance to their students after being presented with
gender equity interventions.
In another study conducted by Justo, Rosellle Eligio (2017) about Gender
Orientation of Filipino Adolescents in a selected school setting revealed that males were
oriented differently the females. The males perceived themselves as strong while females
are weak and soft. It means that patriarchal ideology is still felt in our society.
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According to Hernandez (2018), the integration of gender-sensitive teaching
strategy remains to be a challenge among educators. This social issue requires more in-
depth exploration especially in the classroom to promote its significance and determine its
applicability and effectiveness.
Theoretical Framework
This study was anchored on Social Learning Theory by Albert Bandura (1999). As
psychologists, such as Albert Bandura, began to recognize the importance of imitation and
modeling in the development of social behaviors. Social learning theory continued to
recognize the importance of traditional learning principles, but also acknowledged the key
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role that modeling plays in the development of social behaviors. When applied to gender
development, modeling, or observational learning, refers to a person’s tendency to learn
vicariously by observing other people engage in gender-typed behaviors and witnessing the
responses that these people receive from others.
During the 1980s, social learning theory was revised again by Albert Bandura to place
more emphasis on the cognitive processes that mediate learning. This theory is now known
as social cognitive theory and it was formally applied to gender development in 1999
(Bussey and Bandura 1999). Consistent with social learning theory, observational learning
is still believed to be one of the most powerful mechanisms by which children learn about
gender-typed behaviors and conduct; however, children are also viewed as active
participants in their gender development as they develop regulatory self-standards and
beliefs that guide their own behaviors. According to social cognitive theory, gender-typed
behavior is promoted by modeling, experiencing the consequences of gender typed
behaviors, and by direct teaching of gender roles; through these experiences, children are
believed to develop outcome expectancies, self-efficacy beliefs, and self-sanctions that also
regulate and guide their gender-typed behaviors. Moreover, social cognitive theory posits a
reciprocal model of causation in which personal, behavioral, and environmental factors
interact to determine gender-typed conduct. While all three factors are viewed as
significant, the relative influence of each of them is believed to depend on situational
features. For instance, individuals who are situated in an environment where gender roles
are rigidly enforced may be more influenced by environmental factors than personal
factors.
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In one version of gender schema theory, Sandra Bem (1981) emphasized that the
development of gender schemas is due to the pervasive gender messages in our society and
that gender-typed behavior emerges as children’s self-concept and self-esteem gets
assimilated in their gender schemas. According to this perspective, children’s inherent need
for cognitive consistency and self-definition motivates them to seek out gendered
information and adjust their behavior to match their perceptions.
Research Framework
Profile of the Respondents

Age
Sex
Civil Status
Highest Educational Attainment
Length of Service
Input
Process
Output
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The Framework of the Study in Gender and Development (GAD) Implementation in

Public Elementary Schools Makati : Basis for Program Enhancement
As shown in the research framework the study included the demographic profile of the
respondents as to age, sex, civil status highest educational attainment and length of service.
It also included teachers’ assessment on the focal person’s implementation of the Gender
and Development Program.
The process of the research was the survey of the researcher on teachers’ assessment on
the focal person’s implementation of Gender and Development (GAD) Program using the
researcher made questionnaire. Also included was the test of difference of the data which
the researcher gathered, using an appropriate statistical tool. The output was a proposed
enhanced Gender and Development Program. The researcher made use of three circles to
show connections among different genders. Thus, through this study the researcher had a
glimpsed on how GAD program was implemented in schools. Through the data gathered
the researcher proposed an enhanced GAD program that can help in achieving unity and
harmony among different Genders through proper implementation of GAD programs.

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CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research methods used, population and sampling techniques,
description of respondents, instruments and validation of instruments, procedures in
gathering data and statistical treatment of data.
Research Design
The descriptive comparative method of research was adopted in this study. Since the
present study is concerned on the teachers’ assessment on the implementation of Gender
and Development (GAD) Program in the public elementary schools in the District III,
Division of Makati City, the quantitative descriptive method is the most appropriate method
to use because it quantifies the problem by way of generating numerical data that can be
transformed into usable statistics. The principal data to be used to gather data is
questionnaire-checklist.
Research Locale
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The study was conducted at District III of Makati City in the school year 2019-
2020. There were four schools in District III. Hen. Pio del Pilar Elementary School Main
with a population of 2119 pupils, Bangkal Main 1370 pupils, Pio 1 with a population of
1003 pupils, and Bangkal 1 with 956 pupils. In every school there is a Technical Working
Group (TWG) which was composed of School Head as the chairperson, and a GAD Focal
Person with its two members. The researcher considered the proximity of the respondents.
Participants of the Study
Table 1
Schools in District III, Division of Makati City
Population and Sample Size
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Name of School Number of Percentage

Teachers (%)
(f)
Pio Main 60 36%
Pio I 36 21%
Bangkal Main 42 25%
Bangkal 1 30 18%
Total 168 100%
As shown in table 1 Pio Main has the most number of teachers with the frequency of 60
teachers or 36% of the total population, whereas Bangkal 1 has the least number of teachers
with the frequency of 30 teachers or 18% of the total population.
Research Instrument
The instrument used was a researcher made questionnaire which was based on RA
10533 Rule II section 10.2 or better known as Gender-and culture-sensitive curriculum, the
said instrument was scrutinized by the researcher’s adviser, the post graduate professors,
and other knowledgeable person who were considered experts in questionnaire making. The
questionnaire was pilot tested to 30 teachers from one of the schools in Makati outside
District III for reliability analysis test before giving it to the actual respondents.
The questionnaire was divided into two (2) parts. Part I- Demographic Profile of
Respondents. Part II-Deals with how the respondents’ assessed the focal persons’
implementation of Gender and Development (GAD) Program.
The sets of survey questionnaire used was pilot tested and validated as to contents and
administrability in other schools in the Division of Makati City, that were not included in
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the respondents of the study. The result of the survey together with the remarks and
suggestions was noted and incorporated to further enrich instruments.
Once procedure was undertaken, the sets of survey questionnaire undergone judgment
validation of the researcher’s adviser, masters’ committee and panel of experts.
This instrument was finalized and personally administered to the two groups of
respondents. The researcher further conducted an interview to a set of Grade 5 students to
ask about their awareness about GAD concepts and their participation in the program.
Data Gathering Procedure
In order to know teachers’ assessment on the focal person’s implementation of
Gender and Development (GAD) Program in public elementary schools in District III, the
researcher undertook the series of steps.
First, the researcher sought permission and approval of Schools Division
Superintendent of Makati City through a letter for the conduct of the study.
Second, the researcher distributed the survey questionnaires to the different schools
in District III, Division of Makati City.
Third, the researcher retrieved the questionnaires afterwards.
Finally, the researcher tabulated and validated responses of the respondents of the
study to analysis, summary, conclusion and recommendations.
Data Analysis
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To ensure systematic and objective presentation, analysis and interpretation of data, the
following descriptive and inferential statistical tools was applied through SPSS Version
2019 to wit:
1. Frequency and Percentage
2. Mean and Standard Deviation
The following categories of Scale was applied to wit Scale Range Verbal
Interpretation. Standard Deviation was used to describe the position of individual score
away or closely to the mean score.
Scale Interval Verbal Interpretation
5 4.51- 5.00 Strongly Agree
4 3.51- 4.50 Agree
3 2.51- 3.50 Moderately Agree
2 1.51- 2.50 Fairly Agree
1 1.00- 1.50 Not Agree
3. T-Test of Independent Sample.
4. ANOVA
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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and presentation of data substantial in
determining level of implementation of gender and development of Teachers in District III
of Makati city. For better understanding of the discussion of the findings, different
statistical tools were used, followed by the interpretation of the findings in the same
sequential order of the specific questions.
1. The Demographic Profile of Respondents
Table 1
Demographic Profile of the Teacher-Respondents
in terms of Age
Age Frequency Percentage
21-30 18 11.0
31-40 59 35.0
41-50 60 36.0
51-60 31 18.0
Total 168 100.0
In terms of age, many of the teacher-respondents belonged to the age bracket of 31
– 40 years old and 41 – 50 years old correspondingly. It can be gleaned that from this table
that District III is composed of experienced teachers in terms of age and maturity. They
have devoted most of their professional life interacting and addressing issues of students
they have handled making them more experienced.

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1.2 Sex
Table 2 presents the demographic profile of the teacher-respondents in terms of sex.
Table 2
in terms of Sex
Sex Frequency Percentage
Male 25 15.0
Female 143 85.0
Total 168 100.0
In terms of sex, majority of the teacher-respondents were female. The table clearly
indicates that the teaching profession is a female dominated industry. According to Gumba
(2013),in almost every aspect of the Philippine educational system, women and girls
outnumber men and boys (United Nations, 2011). This is beneficial to students for they
have more maternal affection that can help them deal with certain issues.
1.3 Civil Status
Table 3 presents the demographic profile of the teacher-respondents in terms of Civil
Status.
Table 3
in terms of Civil Status
Civil Status Frequency Percentage
Single 46 27.0
Married 116 69.0
Widowed 6 4.0
Total 168 100.0
In terms of civil status, majority of the teacher-respondents were married. As shown
in table 1 that most of the teacher respondents’ age range from 31-40, most of them are
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within the marrying age bracket. Hernandez (2018), the integration of gender-sensitive
teaching strategy remains to be a challenge among educators. This social issue requires
more in-depth exploration especially in the classroom to promote its significance and
determine its applicability and effectiveness. Having a family of their own make the
respondents more effective in addressing issues such as gender and development.
1.4 Length of Service
Table 4 presents the demographic profile of the teacher-respondents in terms of
Length of Service.
Table 4
in terms of Length of Service
Length of Service Frequency Percentage
1-10 years 53 32.0
11-20 years 65 39.0
21-30 years 40 24.0
31 years and above 10 6.0
Total 168 100.0
In terms of length of service, many of the teacher-respondents were in the service from
1 to 10 years and from 11 to 20 years correspondingly. It can be gleaned that most of
respondents have enough experience to be dealing with issues concerning their students
specifically gender and development issues that the researcher is focusing in the study.
What happens in the teaching and learning processes in the classroom plays a big role in
determining how well girls and boys participate in education and whether they stay in
school and do well in their studies (Mlama et al 2005). Because teachers are central to the
teaching and learning processes, their understanding and awareness of gender
responsiveness is key to the effective participation of the girls and boys in learning
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processes. The more experience the teacher has the more effective they are to address GAD
issues.
1.5 Highest Educational Attainment
Table 5 presents the demographic profile of the teacher-respondents in terms of
Educational Attainment.
Table 5
Demographic Profile of the teacher-respondents
in terms of Highest Educational Attainment
Highest Educational Attainment Frequency Percentage
Bachelor’s Degree 55 33.0
Masters Units 84 50.0
Master’s Degree 18 11.0
Doctorate Units 8 5.0
Doctorate Degree 3 2.0
Total 168 100.0
In terms of highest educational attainment, many of the teacher-respondents
obtained Master’s Units while very few had doctorate units and degree respectively. As
teachers become more experienced in the field of teaching they constantly seek for more
knowledge through continuing education. Hernandez (2017) explained that there is an
increase in the pre-test scores when the students were exposed to the gender-sensitive
teaching approach. The learners are also encouraged based on the interviews and
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observation conducted. When a teacher has more learning experience in school as they
complete their Masters’ Degree and Doctorate degree they become more effective in terms
of utilizing gender-sensitive teaching approach.
2. Teachers assessment on the level of implementation of the Gender and
Development (GAD) Focal person’s implementation
2.1 Formation of Gender and Development (GAD) Focal Persons;
Table 6 presents the level of implementation of Gender and Development program in
terms of formation of focal persons.
Table 6
Level of Implementation of Gender and Development Program
in terms of Formation of Focal Persons
Indicators Mean SD Interpretation
1. Election of GAD member which 2.85 1.496
Fairly Implemented
comprise teachers and learners.
2. Assignment of GAD coordinator 3.49 1.406 Moderately
to manage the program. Implemented
3. Conduct election for the school- 2.76 1.462
Fairly Implemented
based GAD for learners.
4. Designating the school head as
3.88 1.485 Moderately
the overall chair of the school-
Implemented
based GAD.
5. Inclusion of GPTA officers as
2.91 1.547
members to represent parents in Fairly Implemented
GAD.
6. Involving regular agencies or
organizations in implementing 2.89 1.549
Fairly Implemented
projects,
programs and activities.
Moderately
Composite 3.13 1.491
Implemented
Legend: 5.00-4.51+Highly Implemented; 4.50-3.51=Implemented; 3.50-2.51=Moderately Implemented; 2.50-1.51=Fairly
Implemented; 1.50-1.00=Not Implemented.
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In terms of formation of focal persons, the implementation of GAD program
obtained a composite mean score of 3.13 and 1.491 corresponding standard deviation to
denote “moderately implemented”. The overall assessment of teacher-respondents was
heterogeneous as indicated by the large value of standard deviation to denote varied
opinions to the implementation of said program.
Among the six (6) indicators, the highest mean score with moderate implementation
was evident by designating the school head as the overall chair of the school-based GAD.
On the other hand, the lower mean values with fair implementation were evident by
the following: 1) conduct election for the school-based GAD for learners; 2) election of
GAD member which comprise teachers and learners; 3) involving regular agencies or
organizations in implementing projects, programs and activities and; 4) inclusion of
GPTA officers as members to represent parents in GAD respectively. This result only
signifies that the school is not properly oriented about the designation of Focal person of
teachers, parents and students as part of the technical working group. It is a reality that in
some schools, GAD focal person is appointed not elected. Teachers, pupils and parents as
well, are unaware of their role as part of the Technical working group of the program.
Stakeholders are also not tapped to take part about GAD’s implementation. This is in
contrary to the Memorandum Circular No. 2011 – 01 dated October 21, 2011 about
addressing all Government Departments including their attached agencies, offices, bureaus,
State Universalities and Colleges (SUCs), Government-Owned and Controlled
Corporations (GOCCs) and all other government instrumentalities in the establishment,
strengthening and institutionalization of the GAD Focal Point System (GFPS).

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2.2 Identification of Appropriate Intervention;
terms of formation of focal persons.
Table 7
in terms of Identification of Appropriate Intervention
1. Conduct of orientation, seminars,
Moderately
workshops to teachers, learners and 3.11 1.539
Implemented
parents on Gender and Development.
2. Conduct team building to teachers Moderately
3.86 1.411
strengthen good relationship. Implemented
3. Integration of gender equality Moderately
3.39 1.484
programs in the basic curriculum. Implemented
4. Revitalization of learners and parents
awareness on issues and concerns about 2.98 1.549 Fairly Implemented
Gender and Development.
5. Facilitating the concept of
2.96 1.537 Fairly Implemented
mainstreaming of gender concerns.
6. Strengthening the roles of boys and
girls in promoting gender- responsive 2.99 1.468 Fairly Implemented
governance.
7. Conduct activities and interventions
that respond to the identified gender 2.91 1.547 Fairly Implemented
biases and issues.
8. Conduct consultation with
stakeholders (internal and external) to
identify gender issues and
corresponding strategies.
Moderately
Implemented
In terms of identification of appropriate intervention, the implementation of GAD
program obtained a composite mean score of 3.14 and 1.501 corresponding standard
deviation to denote “moderately implemented”. The overall assessment of teacher-
respondents was heterogeneous as indicated by the large value of standard deviation to
denote varied opinions to the implementation of said program.

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Among the eight (8) indicators, the highest mean score with moderate
implementation was evident by conducting team building to teachers strengthen good
relationship.
the following: 1) conduct activities and interventions that respond to the identified gender
biases and issues; 2) conduct consultation with stakeholders (internal and external) to
identify gender issues and corresponding strategies and; 3) facilitating the concept of
mainstreaming of gender concerns accordingly. The result reiterates the reality that GAD
fund is commonly used for team building among teachers, but activities and interventions
were not properly implemented more so on tapping the internal and external stakeholders to
take part in analyzing gender issues and identifying strategies to address problems
concerning GAD.
Section 36 of Magna Carta on Women states that:
"All departments, including their attached agencies, offices, bureaus, state universities and
colleges, government-owned and controlled corporations, local government units and
other government instrumentalities shall adopt gender mainstreaming as a strategy to
promote women's human rights and eliminate gender discrimination in their systems,
structures, policies, programs, processes and procedures."
Moreover, schools need to consider Executive Order 273 1.1 which directs all
government agencies, departments, bureaus, offices and instrumentalities to take
appropriate steps to ensure the full implementation of the policies/strategies and
programs/projects outlined in the Plan.

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2.3 Setting-Up of Resources;
terms of setting-up of resources.
Table 8
in terms of Identification of Appropriate Intervention
1. Allocation of budget for Gender and Moderately
3.79 1.435
Development in the MOOE monthly. Implemented
2. Utilization of budget for Gender and Moderately
3.49 1.512
Development. Implemented
3. Assignment of focal persons and Moderately
3.16 1.518
members to prepare plans and budget. Implemented
4. Gaining support from the local
Moderately
funds and stakeholders in times that 3.42 1.446
Implemented
MOOE is not enough.
Moderately
Implemented
In terms of setting-up of resources, the implementation of GAD program obtained a
composite mean score of 3.47 and 1.478 corresponding standard deviation to denote
“moderately implemented”. The overall assessment of teacher-respondents was
Among the four (4) indicators, the highest mean score with moderate
implementation was evident by allocation of budget for Gender and Development in
MOOE monthly while the lowest mean score with moderate implementation was evident
by assignment of focal persons and members to prepare plans and budget.

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The finding implies that allocation of budget for GAD projects and activities are
available but preparation in terms of planning by GAD focal persons on its utilization
needs more attention. In addition, Executive Order 273 specifically 1.2 encourages all
government institution to incorporate GAD concerns, in their planning, programming and
budgeting processes.
2.4 Preparation of Plan
terms of preparation of plan.
Table 8
in terms of Preparation of Plan
1. Identifying problems as regards Moderately
3.05 1.495
gender. Implemented
2. Documentation of Gender Issues
and biases.
3. Implementation of effective Gender
and Development programs, projects 2.88 1.511 Fairly Implemented
and activities.
4. Promotion of unbiased gender Moderately
3.32 1.292
instruction. Implemented
5. Documentation on the progress of
Moderately
the projects, programs and activities 3.91 1.392
Implemented
for GAD.
6. Has sex disaggregated data in all Moderately
3.02 1.518
school programs. Implemented
7. Analyzing constrains gender gaps
and inequalities.
8. Analyzing constraints and
opportunities related to participation 2.93 1.485 Fairly Implemented
of boys and girls.
9. Participation in Gender Equality
Day (August 26)
Moderately
Implemented
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In terms of preparation of plan, the implementation of GAD program obtained a
composite mean score of 3.07 and 1.471 corresponding standard deviation to denote
“moderately implemented”. The overall assessment of teacher-respondents was
Correspondingly, the higher mean scores with moderate implementation were
evident by the following to wit: 1) documentation on the progress of the projects, programs
and activities for GAD; 2) promotion of unbiased gender instruction; 3) identifying
problems as regard to gender and; 4) has sex disaggregated data in all school programs.
participation in Gender Equality Day and implementation of effective Gender and
Development programs, projects and activities.
R.A. 7192 and the Philippine Plan for Gender Responsive Development (PPGD),
1995-2025 states that all departments including their attached agencies ,offices, bureaus,
agencies, state universities and colleges, government-owned and controlled
corporations and other instrumentalities, shall formulate a GAD Plan, designed to
empower women and address gender issues. This republic act should encourage schools to
empower GAD focal persons to exert more effort and work hand in hand with GAD
technical working group to implement GAD’s program to its highest level.
Table 9 presents the summary of mean scores and standard deviations on the level of
implementation of Gender and Development (GAD) program.
Table 9
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Summary of Mean Scores and Standard Deviations on the Level of Implementation of

Gender and Development (GAD) Program
Composite
Variables
Mean SD Interpretation
Moderately
Formation of GAD Focal Persons 3.13 1.491
Implemented
Identification of Appropriate Moderately
3.14 1.501
Intervention Implemented
Moderately
Setting-up of Resources 3.47 1.478
Implemented
Moderately
Preparation of Plan 3.07 1.471
Implemented
Moderately
Grand Mean 3.20 1.485
Implemented
Across all variables of the implementation of Gender and Development program,
the overall result obtained a moderate implementation with varied assessments from the
teacher-respondents as evident by the large value of standard deviation. It could be gleaned
further that highest composite mean score was evident by setting-up of resources while the
lowest mean score was evident by the preparation of plan.
As can be gleaned from the result, the obtained data of the implementation of GAD
program being in the moderately implemented scale shows, that the schools were
implementing GAD program within the minimum requirements. There was a GAD
program being conducted in the school but still needed improvement. District III schools
needed more reinforcement to adequately facilitate its implementation especially in
preparation of GAD plan. This was stipulated in Executive Order (EO) 273 of
the Philippine Plan for Gender-Responsive Development (PPGD) 1995-2025. 1.1
Government agencies, departments, bureaus, offices and instrumentalities must take
appropriate steps to ensure the full implementation of the policies/strategies and
programs/projects outlined in the Plan. 1.2 To institutionalize Gender and Development

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(GAD) efforts in government by incorporating GAD concerns, as spelled out in the Plan; in
their planning, programming and budgeting processes.
The result from a follow-up interview with some of the Grade 5 pupils in one of the
school respondents, in terms of pupils’ participation in GAD implementation, showed that,
Identifying problems as regards gender and Determining possible projects, programs,
and activities for GAD. falls under Low Participation.
Table 10 presents the difference in the teachers’ assessment on the level of
implementation of Gender and Development (GAD) program when grouped according to
age.
Table10
Difference in the Teachers’ Assessment on the Level of Implementation of Gender
and Development
Program according to Age
Variable F sig Decision Ho Interpret
Formation of GAD Focal
3.619 .014 Reject Significant
Persons
Identification of Appropriate Not
2.483 .063 Accept
Intervention Significant
Not
Setting-up of Resources 2.474 .063 Accept
Significant
Not
Preparation of Plan 1.804 .149 Accept
Significant
Not
Composite 2.595 .072 Accept
Significant
Using ANOVA (F) Test, the overall result in the difference of teachers’ assessment
on the level of implementation of GAD program according to age obtained no significant
findings with a composite F value of 2.595 and .072 corresponding sig value to denote an
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acceptance of null hypothesis at 5% level of significance. This implied that regardless of
age the assessment of respondents were the same in the implementation of said program.
Among the four (4) variables, only the formation of GAD focal persons revealed a
significant difference.
In school, teachers pay respect to those who are senior in age. They often give
leadership roles to them because it is believed that they would obey instructions more
politely when it came from an older person, that is why some teachers choose older
teachers as their GAD focal persons. But with the concept of who implements GAD
better.], age doesn’t play a big factor. The Gender and Development (GAD) policy is one
of the most controversial policies ever adopted by the Philippine government to promote
the advancement of women. Since 1986, the Philippine government has been actively
promoting gender, a policy that aims to eradicate gender inequalities and enable women
and men to equally contribute to and benefit from development (Contreras, 1998).
Regardless of age, the teachers have one goal in mind and that is to promote gender
equality among their students.
sex.
Table 11
and Development
Program according to Sex
Mean Score
Variable t sig Decision Ho Interpret
Male Female
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Formation of GAD Not

3.0333 3.1434 -.401 .689 Accept
Focal Persons Significant
Identification of
Not
Appropriate 2.9600 3.1748 -.732 .465 Accept
Significant
Intervention
Setting-up of Not
3.8000 3.4073 1.347 .180 Accept
Resources Significant
Not
Preparation of Plan 2.9156 3.1033 -.676 .500 Accept
Significant
Not
Composite 3.1772 3.2072 -.116 .459 Accept
Significant
Using T-Test of Independent Samples, the overall result in the difference of teachers’
assessment on the level of implementation of GAD program according to sex obtained no
significant findings with a composite T value of -.116 and .459 corresponding sig value to
denote an acceptance of null hypothesis at 5% level of significance. This implied that
regardless of sex the assessment of respondents were the same in the implementation of
said program. Moreover, it could be gleaned further that female respondents revealed
higher mean values compared with the male respondents.
Generally women have more concern in dealing with gender issues because of the
belief that women are the weaker sex. In school big roles are given to men because they say
that they can accomplish it better than women. But women want to prove that this
statement is false. Schalkwyk, Thomas & Woroniuk (1996) explained that the strategy for
implementing gender equality is called gender mainstreaming. It is a strategy that aims to
transform society and its institutions so they could work for gender equality to integrate
women’s concerns and experiences in the design, implementation, monitoring and
evaluation of policies, programs and projects in all political, economic and social agenda. It
is an approach that situates gender equality issues at the center of broad policy decisions,
institutional structures and resource allocations, and includes women’s views and priorities
in making decisions about development goals and processes. It is about making

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government work for the advancement of women. It is about enabling women to develop
their human potentials and enjoy mutually fulfilling relations.
civil status.
Table 12
and Development
Program according to Civil Status
Formation of GAD Focal Not
2.607 .077 Accept
Persons Significant
.884 .415 Accept
Not
Significant
Not
Preparation of Plan .435 .648 Accept
Significant
Not
Significant
Using ANOVA (F) Test, the overall result in the difference of teachers’ assessment on
the level of implementation of GAD program according to civil status obtained no
significant findings with a composite F value of 1.497 and .318 corresponding sig value to

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regardless of civil status the assessment of respondents were the same in the
implementation of said program.
With the gained result, according to ILO (2015), the evident need to change both
women's and men's attitudes towards gender equality, and the role of gender stereotypes in
shaping these attitudes, is a key topic which is at the heart of women's empowerment and
gender equality endeavors. Education, culture, communication and information obviously
play an important part. All of these have an impact on the individual's attitudes, and are by
and large prominent in perpetuating sexist stereotypes, in practically all societies today.
highest educational attainment.
Table 13
and Development Program
according to Highest Educational Attainment
1.417 .231 Accept
Persons Significant
1.780 .135 Accept
Not
Setting-up of Resources .995 .412 Accept
Significant
Not
Significant
Not
Significant
the level of implementation of GAD program according to highest educational attainment
obtained no significant findings with a composite F value of 1.539 and .220 corresponding
sig value to denote an acceptance of null hypothesis at 5% level of significance. This

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implied that regardless of highest educational attainment the assessment of respondents
were the same in the implementation of said program.
Teachers as they impart knowledge to their students still continue learning. Some of
them undergo graduate studies for self-development and some for promotion purposes.
They seek more knowledge by pursuing their education. But if they attain this goal, it
doesn’t necessarily mean that they have the edge above their colleagues when it comes to
GAD implementation. Lalonde (2015) said that a wise man knows he may know some facts
but he doesn’t know them all. A wise man knows he may be smart but he doesn’t have to
throw his intelligence in others’ faces. A wise man is willing to learn more.
length of service.
Table 14
and Development Program
according to Length of Service
1.578 .197 Accept
Persons Significant
1.171 .323 Accept
Not
Significant
Not
Significant
Not
Significant
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the level of implementation of GAD program according to length of service obtained no
significant findings with a composite F value of 1.293 and .284 corresponding sig value to
regardless of length of service the assessment of respondents were the same in the
implementation of said program.
They say that experience is the best teacher. Experienced teachers are more
knowledgeable. Teachers especially in the elementary level gain more experience as they
teach for more than a decade or so. But when it comes to gender and development
implementation, you may be a novice but still can do the task well. Hernandez & Cudiamat
(2017) explained that the major obstacle facing teachers today is an apparent lack of gender
skills for instruction, yet the ability of the teacher to use gender responsive pedagogy
effectively can be strengthened if the teacher is well grounded in gender responsive
teaching skills.
grouped according to schools?
schools.
Table 15
and Development
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Formation of GAD Focal
Persons
Identification of Appropriate
Intervention
Setting-up of Resources 8.958 .000 Reject Significant
Preparation of Plan 17.420 .000 Reject Significant
Composite 15.771 .000 Reject Significant
Using ANOVA (F) Test, the overall result in the difference of teachers’ assessment
on the level of implementation of GAD program according to schools revealed significant
results across all variables. This implied that there were evidences of varied
implementations on the GAD program as executed by the participating schools. The null
hypothesis was rejected at 5% level of significance.
Different schools have different priorities, some schools prioritize academic
excellence while others focus on the development of the well- being of their students. In
the Division of Makati, the academic performance of students have been the basis for the
performance of the teachers and the school as well. Because of this, most schools give
more importance to academic programs being implemented in school. Programs such as
Gender and development often take a back seat. As reported by Global Education
Monitoring Report (2017), Boys and Girls must feel welcome in a safe and secure learning
environment. Governments, schools, teachers and students all have a part to play in
ensuring that schools are free of violence and discrimination and provide a gender-
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sensitive, good-quality education. Schools should give priority to the implementation of
Table 15.1 presents the post hoc ANOVA test in the difference of teachers’
assessment on the level of implementation of Gender and Development (GAD) program
when grouped according to schools.
Table 15.1
Post Hoc ANOVA Test in the Difference of Teachers’ Assessment
on the Level of Implementation of Gender and Development
Mean Decision
School sig Interpret
Difference Ho
Pio Main vs. Pio I -.83175* .011 Reject Significant
Not
Pio Main vs. Bangkal I -.69444 .067 Accept
Significant
Pio Main vs. Bangkal Main -1.37494* .000 Reject Significant
Not
Pio I vs. Bangkal I .13730 .973 Accept
Significant
Not
Pio I vs. Bangkal Main -.54319 .235 Accept
Significant
Not
Bangkal I vs. Bangkal Main -.68049 .108 Accept
Significant
Using Sheffe Test, the post hoc ANOVA test in the difference of teachers’
assessment on the implementation of GAD program in various respondent-schools revealed
significant results as evident between Pio Main & Pio I and Pio Main & Bangkal Main. The
result implied that Pio Main had a higher implementation of GAD programs compared to
Pio I and Bangkal Main since Pio Main is the Pilot school in District III.
Other pairing of schools did not show any significant differences in the
implementation of their respective GAD program which means to say that they are
executing similar tasks in undertaking their activities.

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The table clearly indicates the Pio Main as the pilot school of District III gives priority
in implementing Gender and Development Program. It can be deemed that the other
schools don’t prioritize GAD implementation maybe because they would want to excel
academically. This should not be the case because as stipulated in the Philippine Plan for
Gender Responsive Development (PPGD), 1995-2025, in consultation with the National
Commission on Women, all departments including their attached agencies ,offices,
bureaus, agencies, state universities and colleges, government-owned and controlled
corporations and other instrumentalities, shall formulate a GAD Plan, designed to
empower women and address gender issues. The public schools as government institutions
should also give importance to the implementation of GAD.

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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations
based on the interpretations of the data gathered and supported by the research instrument
and statistical treatment.
Summary
This study is conducted to determine the Level of implementation of Gender and
Development program among public schools in the division of Makati. Specifically, it had
five major purpose such as : 1) The demographic profile of the teacher-respondents in
terms of age, sex, civil status and length of service; 2) Teachers assessment of the Gender
and Development (GAD) focal person’s level of implementation in terms of formation of
Gender and Development (GAD) focal persons, identification of appropriate intervention,

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setting up of resources and preparation of Gended and Development (GAD) plan; 3) the
significant difference in the teachers’ assessment on the level of implementation of Gender
and Development (GAD) Program when the respondents are grouped according to their
profile; and 4) the significant difference in the teachers’ assessment on the level of
implementation of Gender and Development Program when the respondents are grouped
according to their schools.
This study made use of the quantitative descriptive method of research wherein 186
district three teachers served as the respondents to answer the researcher-made
questionnaire. The data where statistically treated with the use of the following tools:
Statistical Packages for Social Sciences (SPSS), frequency distribution, frequency weighted
mean, standard deviation, ANOVA or F-test , T- test and Sheffe test.
The study tested the null-hypothesis at 0.05 alpha level of significance. There is no
significant difference in the assessment of Gender and Development (GAD) Program as
perceived by the respondents when grouped according to their profile.
(GAD) Program as perceived by the respondents when grouped according to their profile
among schools.
Summary of Findings
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Based on the sequence of the statement of the problems, the summary of the findings
are as follows:
1. Demographic profile of the teacher-respondents.
1.1 Age
Majority of the teacher-respondents belonged to the age
bracket of 31 – 40 years old and 41 – 50 years old
correspondingly.
1.2 Sex
Many of the teacher-respondents were female.
1.3 Civil Status
Prevailing civil status of the teacher-respondents were
married.
1.4 Length of Service
Dominant of the teacher-respondents were in the service
from 1 to 10 years and from 11 to 20 years correspondingly.
1.5 Highest Educational Attainment
Many of the teacher-respondents obtained Master’s Units
while very few had doctorate units and degree respectively.
2. Teachers assessment on the level of implementation of the Gender and
Development (GAD) Focal person’s implementation.

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2.1 Formation of Gender and Development (GAD) Focal Persons
Denotes “moderately implemented”. The overall assessment of teacher-
respondents was heterogeneous as indicated by the large value of standard deviation to
denote varied opinions to the implementation of said program.
Among the six (6) indicators, the highest mean score with moderate implementation
was evident by designating the school head as the overall chair of the school-based GAD.
2.2 Identification of Appropriate Intervention
Moderately implemented. The overall assessment of teacher-respondents
was heterogeneous to denote varied opinions to the implementation of said program.
Among the eight (8) indicators, the highest mean score with moderate
implementation was evident by conducting team building to teachers strengthen good
relationship.
the following: 1) conduct activities and interventions that respond to the identified gender
biases and issues; 2) conduct consultation with stake holders (internal and external) to
identify gender issues and corresponding strategies and; 3) facilitating the concept of
mainstreaming of gender concerns accordingly.
2.3 Setting-Up of Resources
Moderately implemented. The overall assessment of teacher-respondents
was heterogeneous to denote varied opinions to the implementation of said program.
Among the four (4) indicators, the highest mean score with moderate
implementation was evident by allocation of budget for Gender and Development in

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MOOE monthly while the lowest mean score with moderate implementation was evident
by assignment of focal persons and members to prepare plans and budget.
2.4 Preparation of Plan
In terms of preparation of plan, the implementation of GAD program denote
“moderately implemented”. The overall assessment of teacher-respondents denote varied
Correspondingly, the higher mean scores with moderate implementation were 1)
documentation on the progress of the projects, programs and activities for GAD; 2)
promotion of unbiased gender instruction; 3) identifying problems as regard to gender and;
4) has sex disaggregated data in all school programs.
participation in Gender Equality Day and implementation of effective Gender and
Development programs, projects and activities.
3. Difference in the teachers assessment on the level of implementation of
Gender and Development (GAD) Program.
3.1 Difference in the Teachers’ Assessment on the Level of
Implementation of Gender and Development Program according to Age.
Obtained no significant findings, to denote an acceptance of null hypothesis at 5% level of
significance. This implied that regardless of age the assessment of respondents were the
same in the implementation of said program. Among the four (4) variables, only the
formation of GAD focal persons revealed a significant difference.

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Implementation of Gender and Development Program according to sex.Shows no
significant findings. This implied that regardless of sex the assessment of respondents were
the same in the implementation of said program.
3.3 Difference in the Teachers’ Assessment on the Level of Implementation of
Gender and Development Program according to Civil Status.
Obtained no significant findings. This implied that regardless of civil status the
assessment of respondents were the same in the implementation of said program.
Implementation of Gender and Development Program according to Highest Educational
Attainment.
Shows no significant findings. This implied that regardless of highest educational
attainment the assessment of respondents were the same in the implementation of said
program.
3.5 Difference in the Teachers’ Assessment on the Level of Implementation of Gender
and Development Program according to Length of Service.
Shows no significant findings. This implied that regardless of length of service the
assessment of respondents were the same in the implementation of said program.

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4. Difference in the teachers’ assessment on the level of implementation of Gender
and Development Program when the respondents are grouped according to schools
Shows significant results across all variables. This implied that there were evidences of
varied implementations on the GAD program as executed by the participating schools.
Using Sheffe Test, the post hoc ANOVA test in the difference of teachers’
assessment on the implementation of GAD program in various respondent-schools revealed
significant results as evident between Pio Main & Pio I and Pio Main & Bangkal Main.
Other pairing of schools did not show any significant differences in the
implementation of their respective GAD program which means to say that they are
executing similar tasks in undertaking their activities.
Conclusion
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Based on the findings it can be inferred that the moderate implementation of GAD
program among the respondent schools was due to the fact that GAD program is not
seriously administered by the different schools. It was last 2017 when the Gender-
Responsive Basic Education Policy was mandated, however, it is alarming to realize that
the said Policy is still not implemented in flying colors at this time. All the schools were
not able to spend the mandated 5% budget for the projects/activities intended to its proper
implementation. The study with its implication which was evident in gaining lowest mean
score in the preparation for Gender and Development (GAD) plan calls for attention not
only for the GAD focal persons but for the cooperation of every teaching, non-teaching,
internal and external stakeholders of every school. Thus, this result is only a by-product of
moderately implementation in terms of assigning GAD focal persons. The most pressing
problem in this concern is the fairly implementation of the following: a) Election of GAD
member which comprise teachers and learners. b) Conducting election for the school-based
GAD for learners. c) Inclusion of GPTA officers as members to represent parents in GAD.
And d) Involving regular agencies or organizations in implementing projects, programs
and activities.
Continued support from the administration is necessary for its implementation to
contribute to the attainment of Gender- Responsive Basic Education
The yielded result needs progress for the next coming years.
Recommendations
Based from the conclusions, the following recommendations were given:

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1. That the formation of Gender and Development focal persons should be done at
the beginning of the school year to give direction and guide the proper implementation of
GAD program.
2. That the school should conduct election for the school-based GAD for learners.
3. That schools should include GPTA officers as the members to represent parents
in GAD.
4. Involve regular agencies or organizations in implementing projects, programs
and activities.
5. Conduct orientation, seminars, workshops to teachers, learners and parents on
6. Revitalize learners’ and parents’ awareness on issues and concerns about Gender
and Development.
7. Facilitate the concept of mainstreaming the gender concerns to make girls’ as
well as boys’ concerns and experiences an integral dimension in designing, implementing,
monitoring and evaluating programs and projects.
8. Schools should strengthen the roles of boys and girls in promoting gender-
responsive governance.
9. Focal persons should conduct activities and interventions that respond to the
identified gender biases and issues.
10. Focal persons should conduct consultation with stakeholders (internal and
external) to identify gender issues and corresponding strategies.
11. Schools should identify and document problems as regards gender issues and
biases.
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12. GAD focal persons should implement effective Gender and Development
programs, projects and activities.
13. School should analyze constrains gender gaps and inequalities.
14. Schools should participate in Gender Equality Day (August 26), for better
understanding of GAD.
Proposed Enhancement Program for GAD Implementation
I. Title: Project SHARE ( Strengthening Holistic Awareness for Remarkable
Equality )
II. Objectives:
1. To propose a training/seminar and increase the awareness of the teachers,
learners and other staffs of the school about GAD program.
2. To find solution on problems of the schools on the implementation of GAD
program.
3. For school heads to utilize the allocate fund in supporting other
requirements of the GAD Program
III. Rationale:
The Magna Carta of Women (Republic Act No. 9710) defines Gender and
Development Program (GAD) as the development perspective and process that is

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participatory and empowering, equitable, sustainable, free from violence, respectful
of human rights, supportive of self-determination and actualization of human
potentials. It seeks to achieve gender equality as a fundamental value that should be
reflected in development choices and contends that women are active agents of
development, not just passive recipients of development. GAD focuses on Gender
Mainstreaming or a strategy for: making women’s as well as men’s concerns and
experiences an integral dimension of the design, implementation, monitoring, and
evaluation of policies, programs and projects in all social, political, civil, and
economic spheres so that women and men benefit equally, and assessing the
implications for women and men of any planned action, including legislation,
policies or programs in all areas and at all levels.
In compliance and in accordance with the above directives, GSIS issued the
following office orders that would mainstream and pursue the mandatory
implementation of the said program.
However, based from the findings of the study relative to the implementation of
GAD Program, it was found out that the responses of the respondents was
moderately implemented. This implies that there are problems encountered in the
implementation of the program.
An enhance program for implementation is hereby proposed to addressed the
foregoing problems met by the schools as well as to achieve an excellent
implementation of the GAD Program.
IV. Clientele: School Head, Teachers, Learners and other school personnel.
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V. Project Description:
The Gender and Development is a systematic program carried by schools
through the annual development and implementation of programs, activities and
projects addressing gender issues and concerns in the organization and
constituencies by utilizing at least 5% of the total budget allocation and in the
context of public schools mandate. This proposed enhancement program
contains different activities that will help schools to better implement localized
GAD Program.
VI. Developmental Strategies/Activities for GAD Implementation
Objectives Strategies Persons Source of Budget Timeline Expected

Involved Funding Outcome
To form a Conducting of election of School Head MOOE 1% of June Formed
school-based GAD members which MOOE Committee
technical comprises of teachers and Teachers fund Members of
working learners P8,400 GAD
committee Learners
on GAD Inclusion of GPTA officers
as members to represent GPTA
parents in GAD.
Other
Involving regular agencies Stakeholder
or organizations in
implementing projects,
programs and activities.
To identify Conduct orientation, School Head MOOE 2% of June Well
appro-priate seminars, workshops to Other MOOE oriented
interven-tion teachers, learners and Teachers Local fund clientele on
on the parents on Gender and Funds P16,800 GAD
Development. Learners program
implemen-
tation of Conduct team building to
GAD teachers strengthen good GPTA Increased
relationship. Octo-ber percentage
Other Stake- /April of
Integration of gender holders involvement
equality programs in the in GAD
basic curriculum. Program
Revitalization of learners
and parents awareness on Year-
issues and concerns about round
Conduct consultation with

stakeholders (internal and
external) to identify gender
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issues and corresponding June-
strategies March
Year-
round
To set-up Gaining support from local GAD 1% of Year- Accumulate
resources for stakeholders for the FocalPerson(T MOOE MOOE round other sources
GAD implementation of GAD WG) and other fund of fund for
Program local GAD
Utilizing the alloted budget funds Program
for GAD Program School Head implementati
implementation on
To prepare Identifying problems as School Head MOOE 1% of Year- Comprehens

the GAD regards gender MOOE round ive GAD
plan GAD Focal fund Plan
Analyzing constraints and Person P8,400
opportunities related to
participation of boys and
girls Teachers
Has sex disaggregated data

in all school programs.
Promotion of unbiased
gender instruction.
In 840,000 MOOE annual fund of a school, 5% of it is allotted for GAD. Which means GAD will get 42,000 from its annual budget. 2%
= 16,800; 1%=8,400.
VII. Roles and Responsibilities of the Program Implementers
Principal
 Ensure the participation of all concern/participant in his school
 Provides technical assistance
 Provides budget on the implementation of the program through Maintenance and
Other Operating Expenses (MOOE).
GAD Focal Person

 Monitor and guide the teachers on the implementation of GAD Program.
 Document activities on the implementation of GAD
Teachers
 Participate in all activities conducted by GAD Program
 Ensure the integration of GAD to instruction
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 Promote gender equality
GPTA
 Participate in all projects implemented by GAD Program
 Provides supplemental funds in the implementation of GAD if available
VIII. Progress Monitoring of the Program
To ensure that the problems and issues on the implementation of the program
are properly addressed and that the planned activities indicated are effectively
implemented, the school head and the focal person shall conduct a monitoring and
evaluation of the implementation of the planned activities and shall submit an
accomplishment report.
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SURVEY QUESTIONNAIRE ON GENDER AND DEVELOPMENT

(GAD) IMPLEMENTATION IN PUBLIC ELEMENTARY SCHOOLS
Dear Respondents:
The undesigned researcher is presently working with her thesis entitled “Gender
and Development (GAD) Implementation in Public Elementary Schools Makati: Basis for
Program Enhancement” as a requirement for the degree in Master of Arts major in
Educational Management at the University of Makati. Your valuable assistance in
answering the questions to the best of your ability will surely be contributory to the
success of the study.
Rest assured , all collected data shall be treated with utmost confidentiality and
exclusively for the research purposes only .
Respectfully yours,
MARCELA T. RIVERA
Researcher
Questionnaire
PART I: RESPONDENT’S PROFILE:
Please put a check on the box that corresponds to your most appropriate answer.
Age Sex
21-30 41-50 Male
31-40 51-60 Female

GRADUATE SCHOOL
Civil Status
Single Married Widowed
Length of Service
1-10 years 11-20 years
21–30 years 31 years & above
Educational Attainment
Bachelors Degree Masters Units
Masters Degree Doctorate Units
Doctorate Degree
PART II:
THE GENDER AND DEVELOPMENT IMPLEMENTATION
The following statements describe the Gender and Development (GAD) Program
Implementation in the Public Elementary Schools in the Division of Makati City.
Please put a check mark on the item which fits your answer by using the following
scale to wit:
2 – Highly
Implemented
4 – Implemented
3 – Moderately
Implemented
2 – Fairly
Implemented
1 – Slightly/Not
Implemented
GRADUATE SCHOOL
1. Formation of Gender and Development Focal Persons
Indicators 5 4 3 2 1
1. Election of GAD member which comprise

teachers and learners.
2. Assignment of GAD coordinator to manage the

program.
3. Conduct election for the school-based GAD for

learners.
4. Designating the school head as the overall chair

of the school-based GAD.
5. Inclusion of GPTA officers as members to

represent parents in GAD
6. GAD
6. Involving regular agencies or
organizations in implementing
projects, programs and activities.
2. Identification of Appropriate Intervention
1. Conduct of orientation, seminars, workshops

to teachers, learners and parents on Gender
and Development.
2. Conduct team building to teachers strengthen
good relationship.
3. Integration of gender equality programs in the
basic curriculum.
4. Revitalization of learners and parent
awareness on issues and concerns about
Gender and Development
5. Facilitating the concept of mainstreaming of
gender concerns.
6. Strengthening the roles of boys and girls in
promoting gender-responsive governance.
7. Conduct activities and interventions that
GRADUATE SCHOOL
respond to the identified gender biases and

issues.
8. Conduct consultation with stakeholders
(internal and external) to identify gender
issues and corresponding strategies.
3. Setting-Up of Resources
1. Allocation of budget for Gender and
Development in the MOOE monthly.
2. Utilization of budget for Gender and
Development.
3. Assignment of focal persons and members to
prepare plans and budget.
4. Gaining support from the local funds and
stakeholders in times that MOOE is not
enough.
4. Preparation of Gender and Development (GAD) Plan

1. Identifying problems as regards gender.
2. Documentation of Gender Issues and biases
3. Implementation of effective Gender and

Development programs, projects and
activities.
4. Promotion of unbiased gender instruction.
GRADUATE SCHOOL
5. Documentation on the progress of the

programs, and activities of GAD.
6. Has sex disaggregated data in all school
programs.
7. Analyzing gender gaps and inequalities.
8. Analyzing constraints and opportunities
related to participation of boys and girls.
9. Participation in Gender Equality Day (August
26)
THE GENDER AND DEVELOPMENT IMPLEMENTATION
Students Questionnaire
Part 1: Respondent’s Profile
Instructions: Please put a check mark on the line that corresponds to your answer. (Lagyan
ng tsek ang linya para sa iyong sagot.)
Name (optional / Kung nais isulat):

________________________________________________________
Sex Assigned at Birth (Kasarian) : ___ Male(Lalaki) ___ Female (Babae)

GRADUATE SCHOOL
Age (Edad) : _____9 _____10 ____11 _____12 and above
Grade Level(Baitang): ___4 ___5 ___6
Part 2: Respondent’s Assessment
Instructions: Read each item carefully. Please put a check mark on the column that
corresponds to your answer. Please use the scale below each indicator and its interpretation
for your guidance.
(Basahin ng mabuti ang mga sumusunod. Lagyan ng tsek and hanay na tumutugma sa
iyong sagot. Gamitin ang iskala sa ibaba bilang iyong patnubay.)
Scale & Interpretation: 4-Highly Aware;

3-Aware;
2-Moderately Aware;
1-Not Aware
Interpretasyon 4-Lubos akong may kamalayan;

3-May kamalayan;
2-May katamtamang kamalayan;
1-Walang kamalayan
1. Awareness on GAD Concepts

Kamalayan sa Konsepto ng GAD
Statements 4 3 2 1
I am aware of…
(Ako ay may kamalayan sa…)
1. difference between sex and gender.
(pagkakaiba ng sex at gender)
2. goals and objectives of gender and development.
(layunin at adhikain ng “gender and development”)
3. SOGIE (Sexual Orientation, Gender Identity, and
Expression)
4. human rights.
(Karapatang pantao)
5. gender biases and issues
( mga isyu sa di pantay na pagtingin sa ibat-ibang kasarian)
GRADUATE SCHOOL
6.gender inequalities
(di-pagkakapantay-pantay dahil sa kasarian)
1. different GAD-related activities such as:
(iba’t-ibang gawain ng GAD tulad ng…)
7a. Women’s Month (March)
(Buwan ng mga kababaihan. Marso)
7b.Disability Prevention and Rehabilitation Week (July)
( Linggo ng pag-iwas sa pagkakaroon kapansanan at
pagsasayaos nito. (Hulyo)
7c. Gender Equality Day (August 26)
( Araw ng pagkakapantay-pantay ng mga Kasarian
Ika-26 ng Agosto)
7d. 18-Day Campaign to End Violence Against Women
(November 25 - December 12)
(labing-walong araw na kampanya upang wakasan
ang karahasan sa mga kababaihan)
7e. gender mainstreaming. (Nov. 25–Dec. 12)
(pagpapanatili ng pagkakapantay-pantay ng kababaihan at
kalalakihan sa lahat ng aksyon,patakaran o programa)
2. Participation
Pakikilahok
Scale & Interpretation: 4-High Participation;

3-Moderate Participation;
2-Low Participation;
1-No Participation
Interpretasyon : 4-Masiglang nakikilahok;

3-Medyo nakikilahok;
2-Madalang na nakilahok
1- Hindi nakikilahok
Statements 4 3 2 1
I participate in…
(Ako ay nakikilahok sa…)
1. identifying problems as regards gender.
(pagtukoy sa mga suliranin tungkol sa kasarian)
2. determining possible projects, programs, and
activities for GAD.
(pagtukoy ng mga maaaring proyekto, programa at
GRADUATE SCHOOL
gawain sa GAD)
3. analyzing gender gaps and inequalities.
(pag-aaral ng mga dahilan sa di pagkakapantay-
pantay sa kasarian)
4. analyzing constraints and opportunities
related to participation of men and women.
(pag-aaral ng mga hadlang at oportunidad na may
kaugnayan sa pakikilahok ng mga lalaki at mga
babae)
5. different GAD-related activities such as:

Women’s Month (March)
(iba’t-ibang aktibidad ukol sa GAD)
6. Gender Equality Day (August 26)
(Araw ng Pagkakapantay-pantay ng mga kasarian)
7. Day for the Elimination of Violence Against
Women (November 25)
(Araw ng Pagtanggal ng mga karahasan sa
kababaihan)
4 3 2 1
Statements
I participate in…
(Ako ay nakikilahok sa…)
8. 18-Day Campaign to End Violence Against

Women (November 25 - December 12)
(labing-walong araw na kampanya upang
tapusin ang karahasan sa mga kababaihan)
9. attending basic GAD orientation or gender

sensitivity training.
(pakikilahok sa pagpapakilala sa GAD o pagiging
sensitibo sa kasarian)
10. monitoring and evaluation of projects,
programs, and activities for GAD.
(pagsubaybay at pagsuri sa mga proyekto, programa
at aktibidades ng GAD)
GRADUATE SCHOOL
CURRICULUM VITAE
MARCELA T. RIVERA
1364 B, Corregidor Street Guadalupe Nuevo
Makati City, Philippines
Email add : mrivera.m1165637@umak.edu.ph
WORK EXPERIENCE AND CAREER HISTORY
REGULAR PERMANENT-TEACHER III

June 18, 2001 to present
Hen. Pio del Pilar Elementary School I
7738 Facundo Street, Baranggay Pio del Pilar
Makati City
ELEMENTARY TEACHER
1999-2001
Integrated Montessori Center
Villamor Airbase, Pasay City
PRESCHOOL TEACHER
1998-1999
Systems Plus Computer College
4th Street Caloocan City
PRESCHOOL TEACHER
1997-1998
St. Andrew Learning Center
GRADUATE SCHOOL
San Jose del Monte Bulacan
SECRETARY
1996-1997
Holland Industries Incorporated
Guiguinto, Bulacan
SEMINARS / WORKSHOP ATTENDED
Division Localized Learning Assessment System (DLLAS) Writeshop

For the 3rd and 4th Quarter Examinations
October 21-25, 2019 Tagaytay City
Reading Moments for Reading Teachers

August-September, 2019 Makati City
1st International Convention on Competency Based Teaching and Outcomes Based

Education (OBE) February 25-27, 2017 University of Makati
Beyond Reading Seminar-Workshop

May 23-27, 2016 Makati City
EDUCATIONAL BACKGROUND
GRADUATE SCHOOL
Master of Arts in Education 39 Units

Major in Educational Management
University of Makati
JP Rizal Extension West Rembo
Philippines
Master of Arts in Education 33 units

Major in Child Study
Philippine Normal University
Taft Avenue, Metro Manila
Philippines
Bachelor of Elementary Education GRADUATE

Philippine Normal University
Taft Avenue, Metro Manila
Philippines
Secondary
Sapang Palay National High School GRADUATE
San Jose del Monte City (Bulacan)
Philippines
Primary
Bagong Buhay H Elementary School GRADUATE
Sapang Palay, San Jose del Monte City (Bulacan)
Philippines
PERSONAL DATA
Place of Birth : Quezon City

GRADUATE SCHOOL
Date of Birth : September 21, 1973

Age : 46 years old
Sex : Female
Weight : 57 Kg
Height : 4’11”
Civil Status : Married
Religion : Roman Catholic
Nationality : Filipino
CHARACTER REFERENCES
MYRNA T. PARAKIKAY
Education Program Supervisor MAPEH
GRADUATE SCHOOL
Division of Makati
IMELDA C. FERRER
Public School District Supervisor
Division of Makati
WELBERT D. BORLADO
Principal
Hen. Pio del Pilar Elementary School I
Makati City

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UNIVERSITY OF MAKATI

GENDER AND DEVELOPMENT (GAD) IMPLEMENTATION IN PUBLIC

In Partial Fulfillment of the

In partial fulfillment of the requirements for the Degree of Masters of Arts in

Education Major in Educational Management, this thesis entitled, “GENDER AND

DEVELOPMENT (GAD) IMPLEMENTATION IN PUBLIC ELEMENTARY

SCHOOLS IN MAKATI : BASIS FOR PROGRAM ENHANCEMENT” has been

Prof. Niño Faustino

Approved and recommended by the Committee on Oral Examination with a grade of

DR. EDITHA MARCELO

DR. JOHN PAUL DAGUM DR.TERESITA TAPALLA

Master of Arts in Education major in Educational Management

ATTY. CECILIO D. DUKA, Ed.D.

Title : GENDER AND DEVELOPMENT (GAD)

Researcher : MARCELA T. RIVERA

Adviser : NIÑO FAUSTINO

Degree : MASTER OF ARTS IN EDUCATION, MAJOR IN

School : UNIVERSITY OF MAKATI

implicate these conditions. But sometimes pupils misunderstood these as something

about gender equality.

This study was conducted to determine the level of implementation of elementary

they realize the importance of each gender.

of GAD trainings and have implemented gender-responsive approach/ technique in their

respective schools in the district.

and Development (GAD) Program was gathered by means of the researcher-made

the community as well.

teachers can upgrade themselves in terms of education;

Russel C. Posadas for his enthusiasm in sharing his IT skills;

her study in their respective schools.

survey questionnaires and interviews conducted by the researcher;

and linguistic competence;

To Jocelyn S. Ongdico, Maribeth M. Madlangbayan, Emma V. Segundo, for their

prayers support and encouragement.

To her parents, Elezera A. Torrefiel and Sulpicio V. Torrefiel for their

the years of the study;

way to the realization of this study;

completion of this study.

upon the researcher;

The researcher extends her deepest gratitude to all of them.

I humbly commit this treasured work:

To my MOTHER and FATHER,

Mr. and Mrs. Sulpicio and Elizera Torrefiel

who have given their ethical support,

Veronica T. Muccas, Sulpicio A. Torrefiel Jr.

and Enrique A. Torrefiel

who have been there to boost me up,

Mr. Rhandy A. Rivera

Rafael John T. Rivera and Neil Patrick T. Rivera

For the inspiration they continuously give me.

They all have been my inspiration to finish my studies.

1 THE PROBLEM AND ITS SETTING

Background of the Study ……………………….. 3

Conceptual Framework ………………………..... 5

Statement of the Problem ……………………….8

Scope and Delimitation of the Study ………11

Definition of Terms …………………………………..11

2 REVIEW OF RELATED LITERATURE

Related Literature ……………………………………..13

Related Studies ………………………………………….13

Research Design ………………………………... 22

Population and Sampling ……………………….. 23

Research Instrument ……………………………. 30