Abstract
The main objective of the study was to describe the level of implementation of gender and development in terms of learner’s development, learning delivery, learning environment, learning resources and assessment; find out the teachers’ educational work values in terms of discipline, creativity, orderliness, patience, decisiveness, and achievement and correlate the relationship between the level of implementation of gender and level teachers’ educational work values. The respondents of the study were the 169 elementary teachers in Dangcagan District, Division of Bukidnon, school year 2024-2025. Total enumeration was employed to determine the teachers from the different schools in Dangcagan District. The instrument on the level implementation of gender and development was adapted from Galamgam, M., Bautista, J., Eblacas, I. and Rosario, E. (2021). For the teachers’ educational work values was taking account by Giray, L. (2021). The test of significance was set at 0.01. Descriptive analysis measures the level of implementation of gender and development in terms of learner’s development, learning delivery, learning environment, learning resources and assessment reveals a very highly implemented, that is, very great extent on the level responses of the teachers. The teachers’ educational work values in terms of discipline, creativity, orderliness, patience, decisiveness, and achievement denotes very much practiced, that is, very great extent. Correlation results indicated the significant relationship between the level of implementation of gender and development initiatives and the practices of teachers in educational work values. This considers the learners’ development, learning delivery, learning environment, learning resources and assessment.
