TRECE MARTIRES CITY COLLEGE

Graduate School
Trece Martires City

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The issues on gender sensitivity and gender mainstreaming in education remain a

perennial concern that is worth pondering upon. Various international and local concepts,

laws, initiatives, policies, and directives were formulated with the hope of rectifying the

thrust on eradicating the stereotypical gender discrimination between men and women in

all sectors of society. Furthermore, there had been constant conceptualization of theories

and perspectives by gender advocates throughout the decades of dispute (Carmona,

2006).

In the Department of Education (DepEd), Gender Sensitivity Trainings (GST),

Preparation of Lesson Plan Exemplars and GAD Planning and Budgeting Sessions have

been conducted to ensure inclusion of GAD in the flow of Philippine educational system

(DepEd Order No.19 s.2004 DepEd Order No.49 s.2006 and DepEd Order No. 63 s.

2012). However, despite these initiatives and the establishment of organizational

structure cascaded from the national, region, division, and school level, GAD programs

and projects have not been fully implemented. The gender mainstreaming in education

has not progressed as expected as manifested in the contents of the learning materials

recently issued by the Central Office and in the utterances and perceptions of some

teachers and students.

1
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Consequently, the researcher finds it necessary to conduct a study that will assess

the status of implementation and the problems encountered by the school administrator

and teachers in implementing Gender and Development (GAD) programs and projects in

DepEd particularly in Cabay National High School, Tiaong Quezon.

Statement of the Problem

This study aims to determine the extent of implementation of GAD programs and

projects in Cabay National High School, Tiaong, Quezon basis for Action Planning.

Specifically, the study aims to answer the following questions:

1. What is the profile of the participants in terms of the following demographics:

a. Age;

b. Sex;

c. Highest Educational Attainment; and

d. Trainings/Seminars/ on GAD Attended

2. What is the extent of implementation of GAD programs and projects in terms

of the following components:

a. Dissemination of GAD programs

b. Instructional Materials

c. Integration of GAD Core Messages

d. Child Protection

2
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

e. Other Related Programs

3. What are the problems and challenges encountered by teachers and

administrator in the implementation of GAD programs and projects?

4. Is there a significant difference in the extent of the implementation of GAD?

programs and projects in terms of the following:

a. Age

b. Sex

5. What action plan can be proposed in enhancing the GAD programs and projects

based on the result of the study?

Scope, Delimitation and Limitation of the Study

This study will cover only the School Head and teachers of Cabay National High

School, Tiaong Quezon.

Also, though the coverage of gender and development is very wide as it concerns

human total development, this study limits only to its program components applicable to

the Department of Education.

3
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Significance of the Study

The findings of this study will have importance to the following:

Division Office. This study may be the basis for Division GAD Focal Point

System (GFPS) members to push another strategy to hasten gender mainstreaming in

education and prepare a well-defined GAD plan. They can also establish a Monitoring

and Evaluation system for GAD.

Education Program Supervisors (EPS). This study may signal supervisors to

include GAD programs and projects in their supervisory plan.

Curriculum Implementation Division (CID). This study may be the basis for

inclusion of GAD during class observations and school monitoring visits.

School Governance and Operations Division (SGOD). This study may be of

help in their submission of accomplishments and monitoring and evaluation report of

DepEd implemented programs and projects.

School Administrators. Through this study the school administrators may be

able to incorporate GAD programs and projects in their School Improvement Plan (SIP).

Teachers. This study may give teachers an idea to look into their Curriculum

Guide / Lesson Log and objectives that can be integrated with GAD core messages such

as shared parenting, shared home management, equality among men and women,

4
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

recognizing and valuing women’s role and contributions in nation building and

preventing violence against women and their children.

Students. Through this study the students may become aware of their rights, roles

and responsibilities and they will learn how to respect the rights of other children. This

may also serve as their portal towards achieving full potential development when all

forms of violence are eliminated in their environment.

CHAPTER II
RELATED LITERATURE AND STUDIES

Concepts, ideas, arguments, studies, books, electronic articles and laws on the
essential issues of gender and development are widespread and can be accessed with
ease. This chapter will have three main components; the first will tackle on the
comprehensive meaning of GAD, the second part will focus on the initiatives, laws,
policies and directives pertaining to GAD in the Philippines setting, and the third part
will talk about related programs and projects initiated by DepEd as part of their gender
mainstreaming in education.

5
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Theoretical Literature

On Gender and Development (GAD)

According to the National Commission on the Role of Filipino Women (NCRFW)

now called Philippine Commission on Women (PCW) as cited by Carmona (2006),

societies for centuries have practiced gender stereotyping, defined as the society’s

perceptions and value systems that instill an image of women as weak, dependent,

subordinate, indecisive, emotional and submissive. Men on the other hand, are strong,

independents, powerful, dominant, decisive, and logical (NCRFW, 2001).

As societies eventually become complex however, these roles are evolving

towards a direction that contradicts the conservative gender stereotypical notions. The

factors of change greatly vary that includes the change due to the necessity to survive.

The Philippines being categorized as a third world country needs and have started to

follow the change. This however, has brought the rise of an iconoclast that continually

question the change and the irony it brought to the society (Carmona, 2006). As a result

the fight for equality of rights for women became the primary concern of women’s

organizations and other gender advocates with a strong conviction to the “fundamental

human rights, in the dignity and worth of the human person, and in the equal rights of

men and women” (UN-CEDAW, 2000).

6
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Thus this brought the rise of focusing on the gender disparity. Gender refers to the

specific set of characteristics that identifies the social behavior of men and women and

the relationship between them which are socially determined and culturally defined. It

changes across time, age and culture. This kind of thinking was brought to us by our

ancestors handed down from generation to generation which entails lots of biases. One

example to these was the prohibition of women in the military world. Since gender

biases exist and these biases prevent people from attaining their full potentials,

development is impeded. To ensure that explicit, implicit, actual and potential gender

biases are removed, the government came up with a 30-year plan for gender and

development mainstreaming in all government agency. This is the Philippine Plan for

Gender-Responsive and Development (PPGD). It started its implementation in 1995 and

to culminate in 2025. It is expected that by the time it ends all agencies are gender

sensitive. Along with this plan is the principle that development is for all. Everyone in

society, female or male has the right to equal opportunities to achieve a full and satisfying

life. Women and men should enjoy the same conditions for realizing their full human

rights and potentials to contribute to development as well as benefit from the result (Civil

Service Commission, 2005).

Several studies have proven that gender bias is manifested everywhere. One is the

study of Alba, (2005), when she noted that the problem of our educational system is the

subtle presence of sex-role stereotyping in textbooks used by our school children. The

study of Carmona, (2006) found out that men in the barangay who are supposed to be
7
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

lead implementers of GAD programs and projects have less awareness on the matter

because they were not comfortable to attend on meetings and seminars which are

women’s concern. In the study of Luongo (2012), on Teachers’ Awareness of Gender

Inequity in Student Computer Usage, it came out that teachers realized that they did

possess certain gender biases that they exhibited in their classrooms and the computer

laboratory. Also, in the study of Anastasaki, et. al (2005), presented that there were some

of the persistent gender issues that cause inequities in teachers’ professional development

and keep women away from heading up to the different levels of educational

administration, although the majority of teaching personnel.

Another study that proved the existence of gender biased is study of Diprete

(2012), which concluded that boys today generally underperform relative to girls in

schools throughout the industrialized world. Diprete found out that growing gender gap

in educational attainment has emerged. Building on theories about gender identity and

reports from prior ethnographic classroom observations, school environment channels

conceptions of masculinity in peer culture, fostering or inhibiting boys’ development of

anti-school attitudes and behavior. Girl’s peer group by contrast, varies less strongly with

the social environment in the extent to which school engagement is stigmatized as un-

feminine. As a consequence, boys are more sensitive than girls to school resources that

create a learning-oriented environment.

8
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

The prevalence of gender biases in homes, schools, workplaces, churches, and in

all spheres of society lead to violence and most of the victims are the weaker sex and the

less fortunate to defend themselves such as children, Persons with Disability (PWDs),

gays and lesbians who are often victims of hate crimes like case of Jennifer Laude in

2012.

The 2008 National Demographic and Health Survey (NDHS) revealed that one in

five women aged 15-49 has experienced physical violence since age 15, 14.4 percent of

married women have experienced physical abuse from their husbands, and more than

one-third (37%) of separated or widowed women have experienced violence, implying

that domestic violence could be the reason for separation or annulment. In terms of other

abuses such as sexual violence , one in twenty –five women aged 15-49 have experienced

forced in their first sexual intercourse and one in ten women aged 15-49 experienced

sexual violence. It also came out in the same survey that emotional and other non-

personal violence comprise 23% of the married women (PCW,@www.pcw.gov.ph).

Gender and development therefore refers to” the development perspective and

process that are participatory and empowering, equitable, sustainable, free from violence,

respectful to human rights, supportive of self-determination and actualization of human

potentials. It seeks to achieve gender equality as a fundamental value that should be

reflected in the development choices; seeks to transform society’s social, economic and

political structures and questions the validity of gender roles they ascribed to women and

9
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

men; contends that women are active agents of development and not just passive

recipient of development assistance; and stresses the need of women to organize

themselves and participate in political processes to strengthen their legal rights”(Magna

Carta of Women, Article II, section 4).

On Initiatives, Laws and Policies Pertaining to GAD

During the Millennium Summit of the United Nations in 2000, countries

formulated the Millennium Development Goal MDG) which encompasses eight

international development goals. The third of these goals is to promote gender equality.

(Philippine Statistics Authority, 2016).

The 1986 Philippine Constitution recognizes the function of women and thus

stipulated a provision on gender equality in Article II, Section 14 “The state recognizes

the role of women in nation building and shall ensure the fundamental equality before the

law of women and men” (Nolledo, 1986 as cited in Carmona,2006)

Furthermore, the Republic Act 7192, approved in February 1992, is an act intends

to promote the integration of women as full and equal partners of men in development

and nation building and other purposes (Chan-Robles, 2006). This act instructs

government agencies to ensure that both genders share equitability as agents and

beneficiaries of development projects, and to allocate specific funds from Official

Development Assistance for women’s concerns. It gives women the capacity to act and

10
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

enter into contracts in the same way that men can, and allows women participation in

certain areas that by tradition had been completely or partially off-limits to them, such s

admission to military school (Ways to Gender-Responsive Organization, 1999).

The Philippine Commission on Women with the aid of the Department of Budget

and Management were able to insert a series of steps to institutionalize the mobilization

of financial resources intended for GAD projects. In the 1995 General Appropriations

Act, the insertion of Section 27 directed agencies to place priority on gender-based

projects , programs and set aside an amount from 1995 appropriations for projects that

address gender-issues or aptly called “1995-1996 Women’s Budget Statement” (Carmona,

2006).

The 1997 general Appropriations Act, Section 27 requires all departments,

bureaus, offices, and agencies to set aside a minimum of five percent out of their 1996

appropriations to be used for projects designed to address gender issues in accordance

with RA 7192.

The most recent law which summarizes all related laws and guidelines is the

Republic Act 9710 otherwise known as Magna Carta of Women signed August 14, 2009

which encompasses all necessary details in the implementation of GAD.

There are also some laws that are related to GAD such as Anti-Sexual Harassment

or RA 7877 to protect women and men in their workplace, the RA 9262 protects women

11
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

and their children from domestic violence, the RA 7610 protects children in schools, in

homes and in the community.

On GAD Mainstreaming in DepED

In cognizance with foreign and local laws, the department of Education conducted

several Training of Trainers (TOT) so as to cascade the concept of GAD down to their

division offices then down to the schools. The total package of the training is called

Gender Sensitivity Training (GST). Part of each evaluation was to count the number of

employees who have undergone GST.

There were prototyped lesson plans released in 2007 integrating the Core

Messages of GAD in chosen competencies where entry is possible.

In 2012, the department ordered offices to establish the GAD Focal Point System

(GFPS) to carry out and look into the implementation in each division.(DepED Order No.

140)

Seminar-workshop on planning and budgeting was also conducted to GFPS

members in the same year.

Recently, last 2014, the Child Protection Policy with Anti-bullying was

formulated in each school and submitted to DepEd higher office.

12
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Conceptual Framework

Gender and Development came to its existence in early 90s as an aftermath of

several researches on issues of women’s concern and when women gradually become

aware of their gender status and position in different spheres of our society. According to

Longwe, there are three essential elements in gender awareness such as recognizing that

women have different and special needs, recognizing that women are disadvantaged

group relative to men and recognizing that women’s development means working

towards increased equality and empowerment for women relative to men. These issues of

inequality between sexes are called gender issues.

Gender issues are deterrents to development (Carmona, 2006). Thus, it is

important to address them in development planning. This arises when people recognize

that a particular instance of inequality is wrong, unacceptable and unjust. These are

difficulties that women and men experience as a result of cultural biases- emanating from

beliefs, attitudes, values, roles and characteristics attributed by society to women and

men.

Gender and Development (GAD) focuses on the principle that development is for

all. Everyone in society male or female has the right to equal opportunities to achieve a

full and satisfying life (Forte, 2002 cited in Carmona, 2006) Women and men should

enjoy the same conditions for realizing their full human rights and potentials to contribute

to development as well as from the results.

13
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Since DepEd is a social service organization tasked with the constitutional

mandate to educate the Filipino children and youth (Secretary Roco), it is best to let the

societal change starts from the foundation of every individual, the basic education phase.

Through this perspective, Deped began its GAD advocacy program in 2004 by

conducting trainings to Division Office personnel. The department also came out with a

set of Core Messages on Gender and Development (GAD) and produced Teaching

Exemplars (DepEd Order No. 14 s. 2006) to be integrated in the daily lesson where entry

is possible.

In one of the seminars attended by the researcher, the staff of DepEd Human

Resource Development Service (SDD-HRDS) said that the department Instructional

Materials Council Secretariat (DepEd- IMCS) will conduct a review on contents of

textbooks and other instructional materials to eradicate gender stereotyping especially on

pictures used in some textbooks. It has been said that a problem in our educational system

is the subtle presence of sex-role stereotyping in textbooks used by our school children

(Alba, 2005).

Gender and development is a perspective that encompasses a wide range of

development to address the welfare of marginalized citizens not only to women but also

to the children who are powerless to protect themselves, to the PWD (Persons with

Disability), to the Third Sex who oftentimes are victims of hate crimes, bullying and

other abuses.

14
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Recently, all schools in Quezon are obliged to craft a school-based Child

Protection and Anti-Bullying Policy in consonance with R.A 7610 otherwise known as

the Anti-Child Abuse Law and R.A 10627.

Other related programs such as SBM WinS (Wash in School), Child –Friendly

School System (CFSS), Disaster Risk Reduction Management (DRRM), and R.A 8972 or

the Solo parent Act are among of the many gender and development mainstreaming

initiatives in the Department of Education.

Notwithstanding these efforts, no one can exactly tell how far we have gone.

Were the initiatives of the department on Gender and Development (GAD) implemented

with ease at School levels? No one can tell of the aftermaths after a decade of efforts to

hasten gender mainstreaming in education.

The awareness on GAD can be manifested in the utterances and in day to day

activities of teachers and pupils. Teachers of all levels of experience tend to interact more

with male students than with female students (Akpakwu, 2015). Consequently, it is

necessary that a gender-equity program be assessed to look into the perceptions of

masculinity and feminity of children in the classroom as well as in playground (Skelton

cited in Amott, 2004 cited in Akpakwu, 2015). The assessment result would then serve as

benchmarking point for the necessary action plan. The discussion on GAD is worldwide

as it concerns the improvement of the quality of life throughout the planet to make it

livable for the entire humanity.

15
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Awareness on GAD

Instructional
Materials

Profile of Problems and Proposed

Integration of Challenges Action Plan for
the GAD Core Encountered the
Messages During Enhancement
Participants
Implementation of GAD
Programs and
Child
Projects
Protection

Other Related
programs

Figure 1. Schematic diagram of the conceptual framework

Hypothesis

There is no significant difference in the extent of the implementation of GAD programs

and projects in terms of age and sex.

Definition of Terms

In order to have an easy understanding of this study, some terms are conceptually

and operationally defined.

16
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Awareness. As used in this study, this pertains to teacher’s knowledge and

understanding on the concepts of gender and development (Hidalgo, F.A, 2010).

Bullying. Conceptually defined as an act committed or series of acts directed

towards another student, or a series of single acts directed towards several students in a

school setting or a place of learning, which results in physical and mental abuse,

harassment, intimidation, or humiliation.(DepEd Order NO.40, series 2012).

Child. Conceptually, this efers to any person below eighteen (18) years of age or

those over but are unable to fully take care of themselves or protect themselves from

abuse, neglect, cruelty, exploitation or discrimination because of physical or mental

disability or condition;(R.A 7610). In DepEd, the term also includes pupils or students

who may be eighteen (18) years of age but are in school (DepEd Order No. 40, series

2012).

Child Protection. Operationally, refers to programs, services, procedures and

structures that are intended to prevent and respond to abuse, neglect, exploitation,

discrimination and violence.

DepEd Order. As used in this study, this refers to an Order from the Office of

the Secretary of the Department of Education which is to be followed by lower offices of

the department strictly. Violation thereof can be dealt with administrative sanctions.

GAD Core Messages. Operationally, this relates to the concepts geared towards

societal development such as shared parenting, shared home management, equality

among men and women, recognizing and valuing women’s role and contributions in
17
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

national building and preventing violence against women and their children.(Handouts

from the seminar attended by the researcher)

GAD Focal Person. Operationally, this denotes to a person task to facilitate and

monitor the implementation of gender mainstreaming, (NCRFW, 2001)

GAD Focal Point System (GFPS). As used in this study, this pertains to a

mechanism created in DepED to ensure implementation, monitoring, and review and

updating of GAD Plan. (DepED Memo 140, s. 2012)

Gender. Conceptually, this refers to the specific set of characteristics that

identifies the social behavior of men and women and the relationship between them

which are socially determined and culturally defined. It changes across time, age and

culture.

Gender Equality. Conceptually, this refers to the principle asserting the equality

of men and women and their right to enjoy equal conditions realizing their full human

potentials to contribute to and benefit from the results of development (R.A 9710).

Gender Equity. Conceptually defined as the policies, instruments, programs,

services, and actions that address the disadvantaged position of women in society by

providing preferential treatment and affirmative action. (R.A 9710).

Gender and Development (GAD). Conceptually defined as a developmental

perspective and process that are participatory and empowering, equitable, sustainable,

free from violence, respectful of human rights, supportive of self-determination and

18
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

actualization of human potentials. It seeks to achieve gender equality as a fundamental

value that should be reflected in development choices. (R.A 9710, Chapter II)

Gender Mainstreaming. Conceptually refers to the strategy for making women’s

as well as men’s concerns and experiences an integral dimension of the design

implementation, monitoring and evaluation of policies and programs in all political,

economic, and societal spheres so that women and men benefit equally and inequality is

not perpetuated. (R.A 9710).

Gender Sensitivity. Operationally, this refers to the ability to recognize issues

concerning men and women relationship, hidden and manifested bias in education,

employment, government service, food and nutrition, family affairs, and human rights

violation (Alba, 2005).

Implementation. The term is operationally defined as the extent of the

application, function and operation of the GAD programs and projects in the schools.

Integration. In this study, integration refers to incorporating concepts on gender

and development in the teaching-learning process (Deped Order 11, series 2007)

Instructional Materials. Educational resources are used to improve students’

knowledge, abilities, and skills, to monitor their assimilation of information, and to

contribute to their overall development and upbringing (DepEd Order 11, series 2013)

Lesson Plan. Operationally this refers to the plan to be executed on a daily basis

written by the teacher himself/herself.

19
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Parent. Conceptually refers to the biological parents, step-parents,

adoptive parents and the common-law spouse or partner of the parent (DepEd Order No.

40, series 2012).

PPGD. Philippine Plan for Gender-Responsive and Development. This is a 30-

year plan which started its implementation to all government institutions and

instrumentalities in 1995 and will be finished in 2025 (Hand-outs of the researcher).

Project. It is conceptually defined as a task or a planned program of work that

requires a large amount of time, effort, a planning to complete. In this study, this pertains

to the initiative of DepEd to be implemented to attain desired outcome (DepEd Order 49,

series 2004)

Program. Conceptually, in computing, a program is a specific set of ordered

operations for a computer to perform (Rouse, 2007). In this study, this refers to a plan of

action for achieving something that can extend to a system of services, opportunities or

projects usually designed to meet social needs.

SBM-WinS. School-Based Management-Wash in Schools. In this study, this refers

to a program of DepEd which aims to protect children from air-borne diseases.

School Head. Conceptually defined as the chief executive officer or administrator

of a public or private school or learning area (DepEd Order NO. 40, series 2012). In this

study, a school may either be a principal, head teacher, and or officer- in-charge.

Solo Parent. Conceptually, a solo parent is defined in R.A 89 72 as any individual

20
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

who falls under any of the following categories:

(1) A woman who gives birth as a result of rape and other crimes against chastity

even without a final conviction of the offender: Provided, That the mother keeps and

raises the child;

(2) Parent left solo or alone with the responsibility of parenthood due to death of

spouse;

(3) Parent left solo or alone with the responsibility of parenthood while the spouse

is detained or is serving sentence for a criminal conviction for at least one (1) year;

(4) Parent left solo or alone with the responsibility of parenthood due to physical

and/or mental incapacity of spouse as certified by a public medical practitioner;

(5) Parent left solo or alone with the responsibility of parenthood due to legal

separation or de facto separation from spouse for at least one (1) year, as long as he/she is

entrusted with the custody of the children;

(6) Parent left solo or alone with the responsibility of parenthood due to

declaration of nullity or annulment of marriage as decreed by a court or by a church as

long as he/she is entrusted with the custody of the children;

21
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

(7) Parent left solo or alone with the responsibility of parenthood due to

abandonment of spouse for at least one (1) year;

(8) Unmarried mother/father who has preferred to keep and rear her/his

child/children instead of having others care for them or give them up to a welfare

institution;

(9) Any other person who solely provides parental care and support to a child or

children;

(10) Any family member who assumes the responsibility of head of family as a

result of the death, abandonment, disappearance or prolonged absence of the parents or

solo parent. (Republic Act 8972).

Teacher. A person who by profession directly involve in teaching learning

process with the students.

Violence Against Women. It refers to any act of gender-based violence that

results in, or is likely to result in, physical, sexual, or psychological harm or suffering to

women. including threats of such acts, coercion, or arbitrary deprivation of liberty to

women. (Republic Act 9262)

22
TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

23
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

CHAPTER III
RESEARCH METHODOLOGY

This chapter contains the research design, research participants, research

instrument, validity and reliability of the instrument, data gathering procedures and

statistical treatment of the data.

Research Design
This study will use of the Descriptive Research. Survey method in utilizing the

questionnaire. In this Survey Method Research, the participants will answer the

questionnaire (Hale, 2011) that describes the extent of implementation of GAD Programs

and Projects and the problems encountered during its implementation.

Respondents of the Study

Participants of this study will be the 28 teachers and the school head of Cabay

National High School, Tiaong Quezon School Year 2018-2019. The researcher

purposively chooses these respondents due to its accessibility to transportation and can be

easily monitored as to implementation of DepEd programs and projects.

Table 1 presents the frequency and the percentage distribution of respondents.

Table1.Frequency and Percentage Distribution of Participants

24
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Grade Level Number of %

Teachers
/Respondents
______________
_____________
_______________
Grade 7 Teachers 6
Grade 8 Teachers 6
Grade 9 Teachers 6
Grade 10 Teachers 6

Senior High School 4

School Head 1
TOTAL 100

Cabay National High School is composed of 28 teachers and 1 School Head. All

teachers and administrators of these five big schools will be considered participants of the

study.

25
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Research Instrument

A researcher-made questionnaire based on the study of Carmona in (2006) will be

conducted to the 28 teachers and (1) school administrator in Cabay National High

School, Tiaong Quezon. The questionnaire is composed of three parts. Part I elicits data

for the participants’ profile. Part II of the questionnaire determines the extent of

implementation of the GAD Program as perceived by the participants. Part III provides

data on the problems and challenges encountered by the participants during the

implementation of the program.

Questions Number 1 to 6 (Part I) in the research instrument will answer Research

Objective 1 while Questions Number 1-6.4 (Part II) will answer Research Objective 2.

Lastly, Question Number 7 will answer Objective Number 3.

The instrument will be used had been previously validated by Carmona (2006).

However, because of some revisions made, the instrument will also be subjected to

further validation process by presenting it to three experts in education using Good and

Skate with an average of 3.67. The research instrument therefore is valid.

The research instrument will be conducted to teachers who are the participants in

the study to establish the reliability of the questionnaire. Cronbach Alpha will be used to

compute the reliability score. The reliability score is .842 therefore the research

instrument is reliable.

26
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Data Gathering Procedure

After establishing the validity and the reliability of the research instrument, the

researcher will reproduce the research questionnaire. The researcher will personally

distributed the survey form to the respondents after obtaining the approval of the school

authorities. The consent of the participants will also be sought before they will be given

the questionnaire. The objective and the benefits of the study will be explained to them as

well as the importance of confidentiality of their answers.

Statistical Treatment

The statistical treatment for research Objective No.1, which is to describe the
profile of the respondents, is frequency and percentage. The mean scores will be used to
determine the extent of implementation of the programs being the second problem.
Ranking will be used for Objective No.3. The significant difference will be determined
using Kruskall –Wallis and Mann Whitney.

WORKS CITED

Akpakwu, O.S & Bua, F (2015).”Gender equality in schools: Implication for the
Curriculum, Teaching, and Classroom Interaction”

Alba, M.V (2005), Gender sensitivity: University of Saint La Salle, Bacolod City

Anastasaki et al., the Gender Issue in Teachers’ Professional Development Suppl.

Proceedings of the International Conference (2005):44-46 Journal of
Science Education

27
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Carmona,E.M (2006). An assessment on the implementation of gender and

development: University of Saint La Salle, Bacolod City.

Diprete, T A. (2012).School Context and the Gender Gap in Educational Achievement.

American Sociological Review 77.3:463-485

Chan-Robles (2006). http://www.chanrobles.com

DepEd Order No. 1 s. 2002 Retrieved from http://www.deped.gov.ph

DepEd Order No. 36 s. 2002 Retrieved from http://www.deped.gov.ph

DepEd Order No. 19 s. 2004 Retrieved from http://www.deped.gov.ph

DepEd Order No. 49 s. 2006 Retrieved from http://www.deped.gov.ph

DepEd Order No. 14 s. 2007 Retrieved from http://www.deped.gov.ph

DepEd Order No. 16 s. 2007 Retrieved from http://www.deped.gov.ph

DepEd Order No. 40, series 2012. Retrieved from http://www.deped.gov.ph

DepEd Order No. 63, series. 2012. Retrieved from http://www.deped.gov.ph

DepEd Order No. 27, series. 2013. Retrieved from http://www.deped.gov.ph

DepEd Order No. 88, series. 2016. Retrieved from http://www.deped.gov.ph

Eisle et.al (2010), Masculine gender-role stress: Predictor of anger, anxiety, and health
risks behavior

Hidalgo, F.A.(2010). Gender Mainstreaming in Education, Palo,Leyte

Ickes, W. (1993). Traditional gender role: Do they make, and then break, our
relationship?: University of Texas at Arlington

Lewis, J. (1992). London School of Economics, Uk,

28
 TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

Licuanan, R. (2001). Gender sensitivity issues, National Book Store: Manila

Longwe, SH. (1991). Gender awareness: The missing element in the third world
development project

Luongo, N. (2012),Increasing elementary school teachers’ awareness of gender

inequity in student computer usage: International Electronic Journal
of Elementary Education

Manalo, M. G. (2012), Gender and development Books on wheels enterprises: Tarlac

City

Migunde et al (20012), Gender differences, career aspirations and career development

Barriers of secondary school students, Gender and behavior, 10(2)

Nivatnuwong, M.(2012), Gender: Curriculum development for gender equity in school,

International Conference on Education and e-Learning:Singapore

Nolledo, J.N (1994). The 1991 local government code with basic features: National
Book Store: Manila

National Demographic Health Survey, Statistics (2008). Retrieved from

http://www.pcw.gov.ph

Peterson, J.(2015).Five Reasons to Teach Gender Equality. Retrieved from http://www.

Huffingtonpost.com/joel_l_peterson/post_10328_b_8307774.html

Philippine Statistics Authority, (2016). https://psa.gov.ph/

Skelton, A. (2004).A gender equitable approach to schooling. Journal of Education and

Practice

Republic Act 9262: Anti-violence against women and their children (2004). Retrieved
from the: http://www.pcw.gov.ph

Republic Act 9710, Magna carta of women (2009). Retrieved from the
http://www.pcw.gov.ph

Rice, C. (2016): 6 steps to gender equality: A blog post. Retrieved from http://curt-
rice.com

29
TRECE MARTIRES CITY COLLEGE
Graduate School
Trece Martires City

30