Gender and development awareness of selected public elementary

Thesis (Bachelor of Elementary Education major in Content Courses) -- University of Rizal System-Morong.

EXECUTIVE SUMMARY: This study was conducted to determine the gender and development awareness of the public elementary school teachers in Binangonan District. The respondents of the study were the teachers of Darangan Elementary School, Doña Susana Madrigal Elementary School and Bilibiran Elementary School described in terms of age, sex, monthly family income, highest educational attainment, and length of service. The subject of this study consisted of one hundred seventy-nine (179) public school teachers. A researcher-made questionnaire-checklist was used as the main instrument to gather data and information. This study used the descriptive method, since it chief purpose is to determine the gender awareness and sensitivity of the respondents with respect to the different aspects in terms of their profile, One Way Analysis of Variance (ANOVA) was utilized. The statistical treatment used was mean to determine the level of awareness on gender and development. After the data have been gathered from the questionnaire checklist, these were analyzed and interpreted. It was found out that the majority of the respondents are female who belong to the age bracket of 50-54: most of them have a salary of 20,001-30,000 and majority are graduates of bachelor's degree holder and most of them are in service for almost 1-5 years teaching. The study revealed that the awareness on gender and development of the respondents is more evident on gender sensitivity, followed by the gender related laws and finally gender related policies. There are differences on the awareness on gender and development of the public elementary school teachers in terms of their age, gender, monthly family income, highest educational attainment and length of services. The study concluded that the public elementary school teachers have awareness on gender-related laws and policies and very much aware on gender and development specifically on gender sensitivity. Thus, sex contributes to gender development awareness of the respondent's particularly with respect to gender-related laws and gender-related policies. Considering the results of this study, it is recommended that teacher-respondents' should strengthen their understanding of the various governing laws that relate to gender and development through trainings and seminars, hence expose them to professional enhancement program that relates to Gender-related policies. Furthermore, parallel study may be conducted considering other variables.