Implementation of Gender and Development Program inPublic Secondary Schools

Abstract

INTRODUCTION

This research determined how school heads implemented the Gender and Development (GAD) program in the public secondary schools of Surigao del Sur, Bislig City and Tandag City Divisions in terms ofgovernance and operation, personnel development, program/activities and projects, curriculum, instruction, assessment and instructional materials; the significant relationship between the profile of schools and the level of implementation of the GAD program; the significant difference in the implementation of GAD in three (3) divisions and the problems met in the implementation of GAD program.

METHODS

The study used a quantitative-qualitative research design to assess and establish implementation of gender and development program in public secondary schools. The method was patterned from Creswel (2009) which explained that mixed methods is a research design or methodology in which the researchers collects, analyzes, and mixes both quantitative and qualitative data in a single study. Focused Group Discussion (FGD) was also employed in the study.

RESULTS

Results revealed that most of the respondents were not holders of masters and doctoral degrees, but all of them have taken the Gender and Development Program. On the level of implementation of the GAD Program, it revealed that governance and operation, personnel development, curriculum, instruction, assessment and instructional materials were implemented variedly; however, the implementation of GAD program, activities and projects (PAP's) were fairly implemented. Likewise, there was a significant relationship between the profile of the respondents and the level of implementation of GAD program but there was no significant relationship between the enrolment, number of teachers, highest educational attainment of respondents and the level of implementation of the GAD program.

DISCUSSIONS

Majority of the school heads, supervisors, and teachers were less competent in the implementation of the existing gender and development program. Regardless of gender, teachers and school heads may pursue graduate and post graduate studies and attend more seminars appropriate for their promotion, personal and professional growth, and development to increase competence in implementing a responsive GAD program. GAD implementers should also give due attention to balance implementation to the different indicators for effective implementation of the GAD program.