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UNIVERSITY OF CALOOCAN CITY

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GENDER AND DEVELOPMENT PROGRAM AND

SCHOOL CULTURE: BASIS FOR MANAGEMENT

SYSTEM PROGRAM

A Thesis Proposal

Presented to

The Faculty of the Graduate School

University of Caloocan City

In Partial Fulfillment of the Course Requirement for the Degree of

MASTER OF ARTS major in EDUCATIONAL MANAGEMENT

by

ALLIAH MAE D. PASCO

DECEMBER 2023
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TABLE OF CONTENTS

Page

TITLE PAGE i
TABLE OF CONTENTS
LIST OF FIGURES

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction 4
Background of the Study 5
Statement of the Problem 6
Hypotheses 8
Scope and Delimitation of the Study 8
Significance of the Study 9

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies 11

Theoretical Framework of the Study 14
Theoretical Paradigm of the Study 15
Conceptual Framework of the Study 16
Conceptual Paradigm of the Study 17
Synthesis of the Related Study 18
Definition of Terms 18

3 RESEARCH DESIGN AND METHODOLOGY

Research Design 21
Population and Sample of the Study 22
Research Instrument 23
Validation of the Research Instrument 24
Data Gathering Procedures 25
Statistical Treatment of Data 25
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LISTS OF FIGURES

Figures Title Page

1 Theoretical Paradigm of the Study 15

2 Conceptual Paradigm of the Study 17

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the research study’s introduction, background

of the study, statement of the problem, hypotheses, scope and delimitation,

and the significance of the study.

Introduction

Education is a process of learning, acquiring knowledge, values, and

virtue. The education sector also aims to promote gender equality in

schools as a foundation for inclusive education. The Gender and

Development Program in Basic Education promotes understanding and

shows how School Culture such as norms, beliefs, values, and attitudes

influence reality, reinforce stereotypes support the structures that produce

inequalities and issues about gender-related violence.

Under the Philippine Constitution Article II Section 14, the state

recognizes the role of women in nation and shall ensure the fundamental

equality before the law of women and men.

Hence, GAD Program as defined in Republic Act No. 9710, a system

and a process in which seeks to achieve gender equality greatly helps in

ensuring to promote inclusive education as stated in the DepEd Order No.

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32,s. 2017, this policy aims to ensure that girls’ and boys’; women’s and

men’s equal access to learning opportunities, fair treatment, and equitable

outcomes in the learning process as well as to the access to opportunities.

In some extent, some students experience gender discrimination. It

is a challenge for the school and its people to cater different needs of the

students. Hence, through Gender and Development Program, it identifies

the practical needs of the students and plans an intervention for their

development; helps transform unequal social and gender relations into

opportunities that equally benefit both men and women.

Furthermore, practicing school culture generally influences every

aspect of how a school functions as it also encompasses issues such as the

physical and emotional safety of the students, in which a school embraces

diversity. It also helps a school and its stakeholders to understand and to

promote gender equality despite different norms, beliefs, perceptions, and

attitudes the people have.

Background of the Study

School is a special environment, wherein individuals get to mold their

values, broaden their knowledge; and grow their perspective in life.

Educational institutions serve as the foundation for the students to inculcate

good behavior, and to embrace the differences of all the people around
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them regardless of race, religion, ability or disability, and/or gender as

DepEd also promotes inclusive education. However, as observed, there are

some students facing gender inequality. For instance, a student who wears

a school uniform based on his/her gender preference, after all, is not

allowed at some schools.

Additionally, gender biases and stereotypes are some of the

challenges encountered among students despite promoting gender equality.

Therefore, schools play a vital role in incorporating how the endeavor of

education is undertaken, this includes the attitudes, culture, norms,

perceptions, relationships, etc. School Culture helps the students to

improve their ability to learn through building positive relationships among

the people around them.

Statement of the Problem

This study aims to determine the level of implementation of Gender

and Development Program and School Culture which will be the basis for

Management System Program. Specifically, this study will seek to answer

the following questions:

1. What is the level of implementation of GAD Program as assessed by

GAD Coordinator and School Leaders in terms of:

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1.1. focal point system; and

1.2. knowledge management system?

2. Is there a significant difference in the level of implementation of GAD

Program as assessed by the two (2) groups of respondents based on the

aforementioned variable?

3. What is the level of practice of School Culture assessed by Teachers in

terms of:

3.1. belief;

3.2. perception;

3.3. attitude; and

3.4. relationship?

4. Is there a significant difference in the level of practice of School Culture

as assessed by the two (2) groups of respondents when the above-

mentioned variables are considered?

5. Is there a significant relationship between the level of implementation of

GAD Program and the level of practice of School Culture?

6. What are the challenges encountered in the implementation of GAD

Program and in the practice of School Culture?

7. What GAD Management System Program may be proposed based on

the findings of the study?

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Hypotheses

Ho1: There is no significant difference in the level of implementation

of GAD Program as assessed by the two (2) groups of respondents based

on the aforementioned variable.

Ho2: There is no significant difference in the level of practice of

School Culture as assessed by the two (2) groups of respondents when the

above-mentioned variables are considered.

Ho3: There is no significant relationship between the level of

implementation of GAD Program and the level of practice of School Culture.

Scope and Delimitation of the Study

The study focused on the relationship between the level of

implementation of Gender and Development Program and the level of

practice of School Culture, which would serve as the basis for a proposed

GAD Management System Program.

Respondents will be confined among selected public secondary

schools in the National Capital Region (NCR), specifically considered in the

study is the Division of Caloocan City with selected GAD coordinators and

teachers per school.

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The scope of this research will be focused on the level of

implementation of GAD Program and the level of practice of School Culture

as assessed by GAD coordinator and teacher respondents.

The researcher uses a questionnaire and will only be limited in the

data reflected from the questions. No face-to-face interview will be conducted.

Furthermore, the study will be conducted during the school year 2023-2024

specifically the actual conduct of the study will be on the third quarter period.

Significance of the Study

The findings of the study will benefit the following group of people

mentioned hereunder:

Teachers. The results of this study will provide them with an

overview of the effect of implementation of GAD Program and practice of

School Culture.

Head Teachers. The result of this study will further contribute to the

existing knowledge and understanding of head teachers as to the level of

implementation of GAD Program and to the level of practice of School Culture

in basis for management system program.

Learners. Being the prime recipient of the learning system endeavor,

they will benefit from the comprehensive effectiveness of implementing GAD

Program and practicing School Culture.

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School Head. The results of this study will guide them in utilizing

and administering innovations and fostering development for the school

community system.

Department of Education. The results of this study might be used in

modifying existing policies and guidelines relative to the implementation of

GAD Program and to the practice of School Culture in every school.

Researcher. Provides necessary information to better understand the

level of implementation of GAD Program and the level of practice of School

Culture.

Future Researchers. The results of this study may guide them in

developing their own course of research.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related literature and studies, synthesis,

theoretical framework, conceptual framework, and the definition of terms used

in the study.

Implementation and Contributions of Gender and Development Program

This study assessed the level of implementation and contributions of

the Gender and Development Program (GAD). Rein (2021) carried out that

GAD has a big contribution to the schools as to show from the results of

responses. As a recommendation, intensive monitoring of GAD

implementation is still encouraged. School heads need to attend barangay

assemblies to disseminate to the community happenings in schools that have

something to do with GAD implementation for people’s awareness.

The work of Duma (2022) carried out a gender mainstreaming plan for

gender-responsive public schools. Specifically, the extent of gender

mainstreaming practices among public schools and their hindering factors

were assessed in this research. Based on the results of this study, a gender

mainstreaming plan was developed among public schools in mainstreaming

gender perspectives on their policies, PPAs, and enabling mechanisms. The

results have shown that the extent of gender mainstreaming practices among
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public schools in terms of enabling mechanisms is moderately practiced,

which implies the support in the gender mainstreaming is already installed in

the organization.

Pulmano (2016) carried out that most of the State Universities and

Colleges (SUCs) have their GAD units while the others are provided with staff

and coordinators. Accomplishments were noted to be organization-focused

which are centered on consciousness-raising and sensitization among the

stakeholders and providing a gender-friendly environment through gender-

responsive policies, programs, and projects. Both men and women have

benefited from the program on the upliftment of women’s status in which the

activities were focused on livelihood and skills training.

In addition, Delavin (2017) carried out that Gender Mainstreaming in

higher education is essential. Therefore, Gender Mainstreaming Evaluation

Framework (GMEF) is used to measure the extent of implementation of the

gender mainstreaming as it meant also to assist the Gender and Development

Focal Point System (GFPS) to measure success. Based on the results of the

study, with the initiatives of an institution there is a need to increase the

progress in gender mainstreaming with the continued assistance and support

from the government and cooperation of every man and woman is necessary

to achieve a better outcome.

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School Culture in Schools

The study carried out that school culture along school climate are

beneficial that research has shown that when a school’s stakeholders feel

safe, secured, and valued, learning measurably increases and retention

enhanced. Students spend an amount of time at school, consequently, the

students’ school experience may have a big impact on their lives. A positive

school climate is linked to positive student development and achievement.

Furthermore, school culture and school climate are the product of school’s

attention to fostering safety and promoting a supportive academic,

disciplinary, and respectful school community.

Additionally, Harris, Wilson-Daily & Fuller (2021) carried out a study

that a disconnection between the viewpoint of the teachers and students

regarding based on the conducted survey and interview of selected

participants. Based on the study, some teachers seemed unaware of the

discrimination that some Lesbian, Gay, Bisexual, and Transgender (LGBT+)

students received. Also, the integration of LGBT+ topics is lacking. These

findings reflect the values and beliefs of an organization and those within it.
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Theoretical Framework

This study is anchored in the Feminist theory. This theory has been

about viewing society in a way that expounds the forces that create inequality

and injustice, and in doing so, promotes the pursuit of equality and justice.

Feminist theory annotates the social issues, trends, and things that are

misidentified by the male perspective within social theory. Based on the

Model of Feminist Theory (Figure 2), if the systems and structure of power

and oppression exist, they work against sex, gender, equality, difference, etc.,

this creates discrimination and exclusion however through acknowledgment,

understanding, and supporting advocacy, gender equality will be achieved.

Furthermore, experiences, perspectives, and interactions of people

of all genders are the focus of this theory to ensure that people will see and

understand social forces, relations, and problems. Aligned to this is about

people of all genders that have given all equal opportunity. The core concepts

in this theory are gender, race, equality, difference, and choice. Moreover,

belief, exploration of existing conditions in current social orders build

awareness and spaces for diverse voices to speak (Egbert & Sanden, 2019).

The use of this theory on the level of implementation of GAD program and

level of practice of school culture can ensure that the school is created to

consider the barriers to learning faced by the students because of gender,

race, difference, or ability, hence, pursuits inclusive education.

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Theoretical Paradigm

(Source: https://opentext.wsu.edu/theoreticalmodelsforteachingandresearch/chapter/feminist-theory/)

Figure 1: Theoretical Paradigm of the study

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Conceptual Framework

The implementation of GAD Program ensures that both women and

men will benefit equally from various activities under the program. However,

there are some challenges encountered in implementing GAD program, as

well as in practicing school culture like the attitude, perception, or relationship.

Moreover, Gender and Development is a development approach that

seeks to integrate women into a process of development, and to search

continually for new initiatives that will help transform gender relations equally

for both men and women.

As illustrated in Figure 2, in schools, GAD programs and school

culture are implemented and practiced, however some concerns or challenges

are somewhat encountered. Additionally, positive school culture practices are

tied to the school reform. These things are effective prevention and

intervention of any form of discrimination. Through the management system

that may be proposed, it will ensure that a set of processes, and policies

administered in implementing GAD program and in practicing school culture

fulfill and achieve the objectives.

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Conceptual Paradigm

Figure 2: Conceptual Paradigm of the study

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Synthesis of Related Studies

The researcher reviewed different studies to best support the

framework of this study. These can provide evidence of the relationship

between GAD Program and School Culture. Presented on the work of Rein

(2021) showed that GAD has a big contribution to the schools as to show

from the result of responses, from the policies that support GAD mandates.

As the implementation of GAD Program has something to do with people’s

awareness.

Definition of Terms

The following terms were defined operationally or theoretically for a

better understanding of the words used in the study.

Advocacy refers to a process or an action that is about helping

people to find their voice or to support a cause or policy.

GAD Focal Point System (GFPS) refers to an interacting, and

interdependent group of people tasked to catalyze and accelerate gender

mainstreaming. It is also an enabling mechanism established to ensure and

advocate for, guide, coordinate and monitor the development,

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implementation, monitoring, review, and update of their GAD plans and GAD-

related programs, activities, and projects.

Gender and Development Program (GAD) refers to the

development perspective and process that is participatory and empowering,

equitable, sustainable, free from violence, respectful of human rights, and

supportive of self-determination and actualization of human potential. 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. (Magna Carta of

Women, Republic Act No. 9710)

Gender refers to the characteristics of women, men, girls, and boys

that are socially constructed. It includes norms, behaviors, and roles

associated with all genders as well as relationships with each other. As a

social construct, gender varies from society to society and can change over

time. (World Health Organization)

Gender Discrimination refers to unequal treatment of an individual

or group of people based on gender.

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Gender Equality refers to the rights, responsibilities, and

opportunities of men and women to enjoy equal access to all resources, and

to understand that all human beings are free and equal.

School Culture refers to the beliefs, perceptions, relationships,

attitudes, and written and unwritten rules that shape and influence every

aspect of how a school functions, but the term also encompasses more

concrete issues such as the physical and emotional safety of students, the

orderliness of classrooms and public spaces, or the degree to which a school

embraces and celebrates racial, ethnic, linguistic, or cultural diversity.

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Chapter 3

RESEARCH DESIGN AND METHODOLOGY

The chapter presents the research design and various research

methodologies employed by the researcher in conducting the study. This

includes the respondents, sampling techniques, instruments used,

construction and validation of the instruments, administration and retrieval of

the instruments, and statistical tools used.

Research Design

Research design overall strategy used to carry out a research

(Claybaugh, 2020). This study will employ a descriptive design. In a

descriptive design, a researcher is solely interested in describing the situation

or case under their research study. It enables the researcher to evaluate, and

it will help to provide an answer to the questions associated with a particular

research problem. Descriptive research is used to obtain information

concerning the current status of the phenomena and to describe "what

exists" with respect to variables or conditions in a situation. (Sacred Heart

Library, 2020). In this perspective, the researcher will present the relation

between the extent of GAD program and school culture.

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Respondents and Sample Population

The respondents of the study considered by the researcher will be from

the National Capital Region, particularly from the division of Caloocan City.

The respondents consisting of 10 GAD Coordinators; 80 Head Teachers, 150

teachers. The overall number of participants will be 290 respondents.

The distribution of the respondents by division is shown in Table 1.

Table 1
Sample Population Distribution of Respondents for the
Gender and Development Program and School Culture:
Basis for Management System Program

School Sample GAD Head Teacher Sample

Division Schools Coordinators Teacher Respondents Population
Respondents

Caloocan 10 10 80 150 240

City
(North
District)

TOTAL 10 10 80 150 240

As shown in Table 1, ten (10) schools in the division of Caloocan City

(North District) will be considered in the study. In addition, for every school will

consist one (1) GAD Coordinator, eight (8) school head, and fifteen (15)

teacher-respondents.
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Sampling Technique

In consideration of the total number of respondents considered for

every division, the researcher opted to use a purposive sampling technique.

Purposive sampling technique is referred to as “selective” sampling. This

technique is to select a specific group of people for analysis. This is due to

the researcher applying their own criteria when defining their sample, so in

layman’s terms, the researcher selects their own individuals as part of their

study. In this study, the researcher simply selected 10 secondary schools in a

division and humbly ask the assistance of the school heads.

Research Instrument

The study will use a researcher-made questionnaire which is

composed of four (4) parts. The first portion is designed to describe the level

of implementation of GAD program as assessed by the respondents in terms

of focal point system, and knowledge management system.

On the other hand, the second portion of the questionnaire is

designed to determine the level of practice of school culture as assessed by

the respondents in terms of belief, perception, attitude, and relationship.

Meanwhile, the third portion of the questionnaire will identify the

challenges encountered in implementing the GAD program and school culture.

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Lastly, the fourth portion is designed to collect some

recommendations for implementing the GAD program and school culture.

Validation of the Research Instrument

Research instruments were considered good if they were validated to

ensure the outcome of the study due to the relationship of the independent

and the dependent variables. In this view, the researcher opted to have the

researcher-made questionnaire-checklist be validated.

In the conduct of the development and validation of the questionnaire,

the researcher considered related research instruments as a reference in

constructing the questionnaire checklist. Once necessary information is

gathered, the researcher will write the first draft of the questionnaire and will

present it to the research adviser for comments and suggestions. The

comments and suggestions will be considered in crafting the second draft of

the questionnaire which will be presented to experts, and graduate school

professors of University of Caloocan City, for their suggestions and

comments to further improve the instrument.

Once all the necessary comments are taken into consideration, the

research questionnaire checklist will then be finalized and will be given to the

selected GAD coordinator, school leader, and teacher respondents.

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Data Gathering Procedure

The researcher will formulate a research-made questionnaire. It will

multiply into the number of copies sufficient for the target population. The

researcher will submit a letter to the Division Office with the attached

research questionnaire for endorsement of the concerned schools to conduct

this study. Furthermore, the researcher will request permission from the

school leaders concerned before the distribution of the copies of the

questionnaire.

The accomplished questionnaires will be sorted, and the responses

gathered will be tabulated and tallied using Excel. The summary of data will

then be submitted to the statistician for statistical computation. The computed

data will be subjected for interpretation and analysis by the researcher in

relation to the study conducted.

Statistical Tool

The data gathered from the questionnaire will be tabulated, tallied

and analyzed using the following statistical tool.

Frequency and Percentage. Use to determine the distribution of the

respondents in terms of their profile.

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Weighted Mean. Use to determine the level of implementation of

GAD program and level of practice of school culture as assessed by GAD

coordinator, school head, and teacher respondents.

T-test of Independence. Use to determine the significant difference

in the level of implementation of GAD Program as assessed by the two (2)

groups of respondents.

Pearson Product Moment Correlation. Use to determine the

significant relationship between the level of implementation of GAD Program

and the level of practice of School Culture.

BIBLIOGRAPHY

Claybaugh, Zach. "Research Guides: Organizing Academic Research

Papers: Types of Research Designs". library.sacredheart.edu. Retrieved
2020-10-28.

Crossman, Ashley. (2021, February 16). Feminist Theory in Sociology.

Retrieved from https://www.thoughtco.com/feminist-theory-3026624

DepEd Order 32, s. 2017 Gender-Responsive Basic Education Policy

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Duma, M. G. (2022). Gender Mainstreaming Plan for Gender-Responsive

Public Schools. PUPIL: International Journal of Teaching, Education
and Learning, 5 (3), 144-161.

Gender Mainstreaming. Philippine Commission on Women. (2020, August

13). https://pcw.gov.ph/gender-mainstreaming/

Harris, Richard & Wilson-Daily, Ann & Fuller, Georgina. (2021). Exploring
the secondary school experience of LGBT+ youth: an examination of
school culture and school climate as understood by teachers and
experienced by LGBT+ students. Intercultural Education. 32. 1-18.
10.1080/14675986.2021.1889987.

H. Elizabeth Coyle (2008) School Culture Benchmarks, Journal of School

Violence, 7:2, 105-122, DOI: 10.1300/J202v07n02_07

Magna Carta of Women, Republic Act No. 9710

P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com Asia Pacific

Journal of Multidisciplinary Research, Vol. 5, No. 3, August 2017

Philippine Commission on Women. (2023, October 18). https://pcw.gov.ph/

PHL CHED Connect - We Educate as one. (n.d.-b).

https://phlconnect.ched.gov.ph/admin/uploads/eae27d77ca20db309e056e3
d2dcd7d69/School-Culture-ANTONIO-VIDA-V.pdf

Pulmano, R. (n.d.). Implementation of the Gender and Development

Program of state ... https://www.ijern.com/journal/2016/May-
2016/15.pdf
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Roe, J. E. and M. (n.d.). Theoretical models for teaching and research.

https://opentext.wsu.edu/theoreticalmodelsforteachingandresearch/ch
apter/feminist-theory/

Sabbott. (2013, November 25). School culture definition. The Glossary of

Education Reform. https://www.edglossary.org/school-culture/

Team, D. E. (2023, February 5). Purposive Sampling. What Is Purposive

Sampling? Technique, Examples, and FAQs.
https://dovetail.com/research/purposive-sampling/

Types of Advocacy. Types of Advocacy | Center for Excellence in

Disabilities. (n.d.). https://cedwvu.org/resources/types-of-advocacy/

World Health Organization. (n.d.). Gender and health. World Health

Organization. https://www.who.int/health-topics/gender#tab=tab_1
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QUESTIONNAIRE

Name (Optional): ________________________________________

Position: _______________________________________________

Part I: Level of Implementation of Gender and Development Program

Directions: Kindly check the column corresponding to the level of implementation

of GAD program in your school. Use the Likert Scale below:

Scale Descriptive Value

4 Highly Implemented
3 Moderately Implemented
2 Sometimes Implemented
1 Not Implemented

4 3 2 1

Conducting a Seminar/Training in
line with GAD activities

Conducting monthly meetings

about GAD activities

GAD programs and projects

developed/policies integrated with
gender concerns

Develop resource materials in line

with GAD programs

Involvement of women and men;

girls and boys in implemented
GAD activities

Use of GAD or gender equality

indicators in
monitoring activities, inputs,
outputs, and results

Demonstrate that GAD has been

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mainstreamed in its structure and

all its policies and programs,
projects/activities

Provide a portal for sharing

information in GAD

Part II: Level of Practice of School Culture

Directions: Kindly check the column corresponding to the practice level of School
Culture in your school. Use the Likert Scale below:

Scale Descriptive Value

4 Always Observed
3 Sometimes Observed
2 Rarely Observed
1 Not Observed

4 3 2 1

Integrate gender equality in

the discussion.

Harmonious relationship of
the students with the people
around them.

Maintain discipline in the

entire school.

Values one’s ideas in line with

gender topic.

The school's mission

statement reflects the value of
the community.
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Accept responsibility for their

schooling, for example, they
engage mentally in class and
openly share their insights.

Part III: Challenges Encountered in the Implementation of GAD Program and

the Practice of School Culture

Directions: Kindly check the column corresponding to the challenges encountered

in the implementation of GAD Program and the practice of school culture in your
school. Use the Likert Scale below:

Scale Descriptive Value

4 Always Encountered
3 Encountered
2 Sometimes Encountered
1 Never Encountered

4 3 2 1

Lack of budget in
implementing the GAD
activities

Lack of manpower in
administering gender issues

Other’s beliefs and

perceptions hinder to accept
gender issues

Other’s moral influences the

objective of GAD program

Lack of management support.

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Part IV: Solution Offered in the Implementation of GAD Program and the
Practice of School Culture

Directions: Kindly check the column corresponding to the solution offered in the
implementation of GAD Program and the practice of school culture in your school.
Use the Likert Scale below:

Scale Descriptive Value

4 Strongly Agree
3 Agree
2 Moderately Agree
1 Disagree

4 3 2 1

Assign/appoint additional people

to implement GAD program

Plan thoroughly the

activities/policies about the
gender issues

Conduct seminars for the

teacher, and students

Providing equal funding

Gender-responsive teaching and

learning

Engaging communities and

families in promoting gender
equality in education

Inclusive education policies and

practices
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