Gender and Development (Gad)-Inclusive Learning Environment Practices of Public Secondary Schools in the Division of Sta. Rosa City: Basisfor Three-Year Strategic Plan

Abstract

INTRODUCTION

The researcher would like to explore on gender and development (GAD) inclusive learning environment practices through a strategic plan.

METHODS

This study used a descriptive research utilizing survey-questionnaire. The Likert Scale was used to evaluate practices in gender and development; the t-test was used to determine whether there was significant difference in the assessment of the respondents; and Pearson-r to determine whether there was significant relationship between the school profile and the gender and development inclusive learning environment and practices. The researcher conducted the study in all the Public Secondary Schools in the Division of Sta. Rosa City.

RESULTS

The findings revealed that the level of practices in Gender and Development (GAD) in terms of Inclusive Education, Teaching Strategies, Assessment and Capacity Building resulted to an over-all weighted mean of 3.89 interpreted as "Often Practice". Although the results showed the same interpretation for both respondents; the Principal's weighted mean results are dominant than that of the teachers' weighted mean results.

DISCUSSIONS

This study showed that teachers need to be more equipped with the 21st century skills and teaching pedagogy and be abreast with gender and development mainstreaming. In order to increase teacher's level of competency in genderanalysis; there is a need for more capacity building seminar and trainings in gender and development awareness.