Attitudes Towards Gender Development Issues and Extent of Implementation of DepEd Order Number 32, Series of 2017 Among Junior High School of Catbalogan City Division
Keywords:
Attitudes, Gender and Development, Issues, ImplementationAbstract
This study attempted to find out the attitudes toward Gender and Development (GAD) issues and the extent of implementation of DepEd Order Number 32, Series of 2017, among Junior High Schools of Catbalogan City Division during the School Year 2018-2019. This study utilized the descriptive-correlational research design to measure and assess the statistical relationship between the variants of the study. As regards to the relationship between the attitude toward GAD issues and the teacher-respondents’ profile variates, only their highest educational attainment had significant relationship as evidenced by the p value of 0.03 which proved to be lower than the level of significance at 0.05. By contrast, the school GAD coordinator-respondent's teaching experience and number of years as school GAD coordinators were significantly related to their attitude towards GAD issues based on the values of p posted at 0.001 and 0.039, respectively. Except for learners’ development which was very effectively implemented, the school GAD coordinator-respondents believed that the GAD policy was effectively implemented in the various Junior High Schools along curriculum standards, learning delivery, learning environment, learning resources, and assessment. Thus, the school GAD coordinator-respondents thought of the GAD Policy as being successfully and competently implemented in the Junior High School in Catbalogan City Division. For the recommendation, broaden teachers’ and school GAD coordinators’ understanding of GAD Policy, in general, and of gender-responsive basic education policies, in particular, through increased attendance in relevant trainings/seminars as it was revealed that very few of these were provided to the teachers and school GAD coordinators.
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