Abstract
This study investigated the relationship between the level of awareness and the level of participation of school heads and teachers in the implementation of the Gender and Development (GAD) program in public elementary schools within the Catanauan District I and II, Division of Quezon. The study aimed to determine the level of awareness regarding policies and guidelines, gender-sensitive teaching strategies and classroom practices, and the benefits and objectives of the GAD program. It also examined participation in planning GAD-related activities, conducting training and seminars, and promoting advocacy and gender equality principles. Furthermore, it explored the opportunities and challenges encountered in implementing the program and proposed a management intervention grounded in the findings. A descriptive-correlational research design was employed, with a researcher-developed questionnaire as the primary data-gathering tool. Respondents included both school heads and teachers, whose perspectives were analyzed and compared. Results indicated that both groups exhibited a high level of awareness across all dimensions of the GAD program. Awareness of policies and guidelines, gender-sensitive strategies, and the program's benefits was consistently rated “Highly Aware,” reflecting a firm grasp of the importance of GAD in promoting inclusivity and equality. Similarly, participation was also rated as “High Participation” across all dimensions, with respondents actively engaged in planning activities, organizing training and seminars, and advocating for gender-responsive practices. The test of correlation revealed a strong, positive, and significant relationship between awareness and participation, confirming that greater awareness of GAD principles was associated with greater involvement in implementation efforts. Opportunities were also identified, particularly in terms of strong stakeholder support, curriculum integration, and the promotion of inclusive school environments. These findings affirmed that external collaboration, inclusive teaching approaches, and safe learning environments provide fertile ground for sustaining GAD initiatives. Despite these positive outcomes, the study highlighted moderate challenges, such as limited stakeholder understanding of GAD concepts, insufficient professional development opportunities, and the influence of cultural or traditional beliefs on gender roles. Teachers perceived these challenges more strongly than school heads, indicating their frontline role in addressing misconceptions and resistance. Nevertheless, school heads adopted highly effective strategies, such as simplified communication, respectful dialogue with stakeholders, and embedding GAD into existing school events and lessons. Based on the study's findings, school heads and teachers demonstrated high levels of awareness and participation in implementing the Gender and Development (GAD) program. However, they continued to face moderate challenges in three key areas: understanding of GAD concepts among stakeholders, professional development on GAD implementation, and cultural or traditional beliefs about gender roles. To address these gaps, an intervention program entitled Strengthening Teachers’, Educators’, and Community Partners’ Participation in Gender and Awareness Development (STEP-GAD) was developed. This program aims to strengthen the capacity of teachers, school heads, and community partners in gender-responsive leadership and collaboration.
