This study assessed the level of implementation and contributions of the Gender and Development Program (GAD) in all public elementary schools of Cabadbaran City Division in terms of advocacy, policies, funding, support from stakeholders, monitoring and evaluation and leadership. This study included the experiences of GAD implementers as well as the contributions of the program considering the learners’ development, curriculum content, learning environment, learning materials, and educational facilities.
A descriptive-correlative and qualitative research design were used in this study. Twenty-seven school heads and 31 barangay officials representing every barangay of the city were purposively chosen as respondents. The 193 teacher-respondents were chosen through the Raosoft software. A researcher-made questionnaire was crafted to collect the respondents’ responses. Focus-group discussion was also utilized to support the responses gathered through the questionnaire. Frequency, percentage, weighted mean were used in analyzing the data gathered. The test of significant difference was tested through Krustal-Wallis H test.
The results showed that there was a large extent of GAD implementation throughout the Division of Cabadbaran City. Specifically, advocacy, support from stakeholders, monitoring and evaluation were implemented to a very large extent. On the other hand, policies, funding and leadership were used to a large extent. As to the experiences of the implementers, respondents shared during the focus-group discussion that most of them have ideas about the program and had participated in the activities of GAD. Respondents further shared that GAD has a big contribution to the schools. As to the test of significant difference on the level of implementation among teachers, school heads and barangay officials responses revealed that there was no significant difference in the implementation of GAD as to advocacy, support from stakeholders, monitoring and evaluation, and leadership, thus, accepting the null hypothesis. On the other hand, there was a significant difference on the implementation of GAD in terms of policies and funding, hence, rejecting the null hypothesis. The researcher concluded that GAD program was implemented in all schools of Cabadbaran City Division.
As a recommendation, intensive monitoring of GAD implementation is still encouraged. School heads need to attend barangay assemblies to disseminate to the community happenings in schools that have something to do with GAD implementation for peoples’ awareness.