Mam Cathy

Republic of the Philippines
MARINDUQUE STATE COLLEGE

Main Campus: Boac / Branches: Santa Cruz • Torrijos • Gasan
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque 4900
Tel. No.: (042) 332-2028 Email Address: sucpresident.msc@gmail.com
Website: www.marinduquestatecollege.edu.ph
PROPOSED RESEARCH TOPIC NO. (3)
Title: The Effectiveness of the Gender and Development (GAD) Programs on Gumaca East
District Teachers’ Attitudes and Perceptions Concerning Gender-Related Issues: Basis for a
Proposed Action Plan
Name of Researcher: Ma’am Cathy
Course and Major: Master of Arts in Education Major in Educational Management
Rationale –
Equality between men and women signifies that the interests and needs of both
women and men are taken into consideration. Regardless of gender, both are important
elements in attaining development (Gumba, 2013 in Sumadsad & Tuazon, 2016). Gender
approaches emerged in the history that paved its way for the development of gender parity.
The liberal approaches became dominant, including the Women in Development (WID),
Women and Development (WAD), and Gender and Development (GAD). The Women in
Development approach was the first contemporary movement to specifically integrate women
to development in a broader sense.
Some advocates sought to find the answer on gender disparity where it became the
world’s greatest battle. Research in relation to gender equality and the uprising of the rights
of women have been done. Gender equality is achieved when men and women enjoy the
same rights and opportunities given by all sectors of society, including economic and political
participation, and decision-making. In 1948, the United Nations General Assembly created
the Universal Declaration of Human Rights (UDHR) which envisioned an equal treatment to
all men and women in all aspects of society and be free from all forms of discriminations
(including sex, races, status, roles etc.). The said declaration is a milestone document in the
history of human rights and became the universal standard of achievements of all people and
all nations in the world.
In this light, gender sensitivity training programs for the faculty members may be
initiated by different educational institutions to help them carry out gendersensitive pedagogy
[12]. These training activities may help develop sensitivity in perceiving existing gender
issues and inequalities; recognize the differing situations and needs of women and men and
consider them in every action or decision they make; and lastly deepen their understanding on
how and why women’s rights are human rights. If teachers will be trained and empowered, it
will enable tomorrow’s population to have a better understanding of the world around them
and will aid them to create sensible decisions with gender consideration that might help not
only their selves but the country as well.
The desire to strengthen gender mainstreaming in pedagogy motivated the researcher to
determine the faculty members’ assessment on gender sensitive pedagogical practices, with
an end view of formulating strategies to further reinforce gender equality in teaching led the
researcher to come up with this study focusing on the Effectiveness of the Gender and
Development (GAD) Programs on Gumaca East District Teachers’ Attitudes and Perceptions
Concerning Gender-Related Issues. The findings of this study will be a great help in crafting
a proposed action plan.
Statement of the Problem –
Main Problem – This study aims to assess the Effectiveness of the Gender and
Development (GAD) Programs on Gumaca East District Teachers’ Attitudes and Perceptions
Concerning Gender-Related Issues: Basis for a Proposed Action Plan
Specifically, this study aims to answer the following:

1. What is the demographic Profile of the respondents in terms of:
1.1 Age
1.2 Sex
1.3 Marital Status
1.4 Teaching Position
1.5 Year in Service
1.6 Highest Educational Attainment
2. To what extent have teachers of Gumaca East District conduct Gender and
Development Programs?
3. What are the attitudes of Gumaca East District towards Gender and Development
Programs?
4. What are the perceptions of Gumaca East District teachers concerning Gender and
Development issues?
5. What intervention program can be crafted by the researcher towards strengthening

Gender and Development programs in Gumaca East District?
Theoretical Framework
Social capital refers to the benefits

gained from social
relationships (Putnam, 2000).
Specifically, individuals
form and invest in social
relationships with the expectation
of fulfilling goals and profiting from
their interactions with
others (Coleman, 1988; Lin, 2001).
gained from social
relationships (Putnam, 2000).
Specifically, individuals
form and invest in social
relationships with the expectation
of fulfilling goals and profiting from

their interactions with
others (Coleman, 1988; Lin, 2001).
This paper used Contingency Theory of Change (CTC) by French . The basic
features of contingency theory center on constant change. The organization is a set of
functions that tends to change due to the society’s dynamism. In a higher educational
institution, these functions might be instruction, research, extension and production. All of
these functions are interdependent not merely on each other, but on their external
environment. In general, the basic thesis of contingency theory is that performance is tied to
how the internal structure is lined up with the external realities of the society. Educational
institutions, therefore, must be keenly aware of changes to basic external variables such as
demand and competition, and change consistently, adjusting to these external forces.
Applying the key concept of this theory which is adjustment to Education
setting implies that all the members of the academic community, from top to bottom, must
accept the changes that will occur. This theory is significant to this study because this study
mirrored how teachers accepted gender advocacies and adjusted their educational practices to
meet the demands and pressures brought by external factors.
Conceptual Framework –
(Show the paradigm showing the flow of the study)
INPUT PROCESS OUTPUT OUTCOME
--Descriptive
1. Demographic Survey Method
Profile of the -Purposive
respondents Sampling
2. The extent on Technique Effective Gender
Proposed
which respondents -Interview Action Plan for and
conduct Gender and Questionnaire Gender and Development
Development Development program of
Programs -Frequency and Gumaca East
Program of
Percentage TEachers
3. The attitudes of the Gumaca East
Distribution
respondents towards Teachers
GAD programs
4. The perceptions of
the respondents
concerning GAD
issues
Research Methodology
Design: Descriptive Survey

Method
Locale: Gumaca East

District Instrument: Questionnaire
Gumaca, Quezon
Population and Sample:

Teachers of Gumaca East Statistical Tool:
District Mean, percentage, P-test
Purposive Sampling

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Republic of the Philippines

MARINDUQUE STATE COLLEGE

PROPOSED RESEARCH TOPIC NO. (3)

Name of Researcher: Ma’am Cathy

Course and Major: Master of Arts in Education Major in Educational Management

Statement of the Problem –

Specifically, this study aims to answer the following:

1.3 Marital Status

1.4 Teaching Position

1.5 Year in Service

1.6 Highest Educational Attainment

5. What intervention program can be crafted by the researcher towards strengthening

Social capital refers to the beneﬁts

of fulﬁlling goals and proﬁting from

INPUT PROCESS OUTPUT OUTCOME

Design: Descriptive Survey

Locale: Gumaca East

Population and Sample:

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