Abstract
The purpose of the study was to determine the level of implementation of the school-based gender and development program in selected schools, the profile of the respondents, and the significant differences in the assessed level of implementation of the gender and development program based in schools in Rodriguez, San Mateo, and Cardona. The majority of respondents are mostly female teachers (73.4%), have bachelor's degrees (74.9%), are between the ages of 31 and 40 (47.9%), have less than five years of experience (28.7%), and have been in the profession for at least five years (36.7 percent). Teachers made up most respondents (73.4%). The respondents observed a High Level of implementation of gender mainstreaming interventions in terms of policies, people, enabling mechanisms, and programs, projects, and activities with a Great Grand Mean of 4.10, 4.20, 4.05, and 4.21, respectively. The most perceived challenge in the implementation of GAD programs is the unavailability of items or permanent positions for GAD staff. While the most agreed proposed solution is reducing the workload of the designated GAD Focal Person. When grouped by their profile factors, the respondents from the participating schools had differing perspectives, impressions, and perceptions about the application of GAD Programs in the areas of gender mainstreaming interventions. When classified by categories, the responses concur in their opinions, impressions, and perceptions on the implementation of policies. For the fair development and empowerment of all male and female employees as well as young boys and girls, inclusive and "tailor-made" GAD programs, initiatives, and activities are recommended.
