GENDER AND DEVELOPMENT AWARENESS AND IMPLEMENTATION AMONG THE PUBLIC SCHOOL TEACHERS IN THE DISTRICT OF MAAYON

Abstract

ABSTRACT

The present study focuses on the level of GAD program awareness and implementation among the public schools of 233 school-teachers in the district of Maayon for academic year 2023-2024.  Foreign and local literatures related to the counseling competence and awareness of common mental issues were reviewed in relation to their relevance and implications to the study. A validated and reliability tested researcher-made questionnaire was used to gather the needed data from randomly selected respondents. Statistical tools used to analyze and interpret data were frequency count, percentage, mean, t-test, f-test, Analysis of Variance, and Pearson-r. The findings of the study showed that the level of GAD program awareness of the respondents was “very high”. The results also showed that the extent of GAD program implementation was “very high”. There was a significant difference in the level of GAD program awareness among public school teachers in the district of Maayon when grouped according to sex, civil status, and highest educational attainment. The extent of GAD program implementation was significant when grouped according to length of service. Lastly, there was no significant relationship between the level of GAD program awareness and extent of its implementation in the district of Maayon. Experiences on GAD related issues enabled teachers in the Maayon district to strengthen their practices and approaches in transforming gender sensitivity and dynamic students.

            Keywords: Gender equality, Gender equity, Gender sensitivity, Curricular engagement, Extracurricular engagement