GSTHESIS Master of Arts in Education Major in Educational Management University of Rizal System, Rodriguez, Rizal
year of 2020

The study aimed to assess the implementation of Gender and Development in Public Elementary Schools in District I Rodriguez, Rizal

Descriptive method of research employing descriptive research design and qualitative method were utilized in the study. The respondents of the study were the teachers of public elementary schools in District I of Rodriguez, Rizal

To analyze the data gathered on the implementation of Gender and Development in terms of school administration, teachers and school staff weighted mean was used. In terms of administrative support, it was revealed that issued policies addressing the gender needs of the client has the highest weighted mean followed by integrated GAD perspective in its vision, mission and goals with both verbally interpreted as very well implemented. In terms of stakeholder's participation, both teachers and non-teaching personnel respondents agreed that they attended appropriate and relevant trainings on GAD Non-teaching personnel respondents also participated in GAD related programs. In terms of gender equity, same opportunity is given to exercise leadership skills such as planning, and formulating school policies, projects and other related activities which is very well implemented while equal access to school facilities such as sports equipment and gardening tools is well implemented. In terms of gender equality, it was revealed that the respondents strongly agreed that there is fair and just promotion in all sexes, they received equal recognition in their participation in school events and equal treatment in professional assessment among all genders. In terms of gender fair language, encouraged gender sensitive communication, fair use of language and discouraged name calling or cat calling, and used gender sensitive language in giving instruction were all very well implemented. For gender sensitivity in curriculum and instruction, eliminate, if not lessen, the occurrences of gender related bullying and promote a learning environment that respects all types of sexes for a conducive learning are well implemented Provide gender-friendly comfort rooms well implemented in terms of gender sensitivity in school facilities while in work environment, workload distribution eliminates stereotyping is very well implemented.

On the problems encountered by the school administration, teachers and non-teaching personnel, four administrative personnel suggested that problems exist because some do not adhere to the issued policies. Sometimes, there is not enough interest and enthusiasm among teachers during trainings and seminars. Further, teacher respondents felt that although policies concerning GAD were issued, these were only in writing and were not translated into practice. They asserted that GAD materials were inadequate. They also stated that while accomplishments, challenges and opportunities suggest progress at policy levels, there is not enough budget to support the activities in GAD They also added that they feel women are not given enough voice in instances of problem solving

Based on the findings revealed on the study, the following conclusions were drawn. Public schools employ both male and female teachers wherein the latter usually outnumbers the former Dissemination of Rationale and Legal Aspects relative to Gender and Development is effective, hence public school teachers are aware of them. Gender and Development program in public elementary schools is well-implemented due to cooperation from their stakeholders Adherence to policies and inadequacies of resources are some of the challenges encountered in the effective implementation of Gender and Development Program.