From Concept to Reality: An Assessment of Gender and Development Awareness and Perception Levels as Basis for Gad Extension Programs

This study investigates the awareness and perceptions of teachers in the Schools Division of Bataan, specifically within the Dinalupihan West District Elementary Schools, concerning Gender and Development (GAD). To address the lack of appropriate survey instruments, the researcher created and validated a new scale aimed at effectively measuring these aspects. The questionnaire comprises two sections: one with 67 items dedicated to awareness and another with 60 items focusing on perceptions. The validation process included a comprehensive literature review and expert feedback, yielding a high item relevance rating (I-CVI=0.958), indicating that the questions are well-accepted. Additionally, the scale-level content validity index (S-CVI/SU=0.90) showed that 115 out of 127 items were regarded as relevant by experts. Reliability analysis of data from 75 respondents resulted in a Cronbach’s Alpha of .943, reflecting excellent consistency. Analysis of responses from 228 teachers revealed a significant need to enhance GAD awareness programs, especially in areas like Gender Analysis, GAD laws, and foundational concepts. The findings highlight the importance of improving teachers' understanding of GAD tools, laws, mandates, and issues related to gender bias and marginalization. Furthermore, there is a pressing need to bolster the initiatives of the Department of Education in the Dinalupihan West District, ensuring that both administrators and staff gain a deeper grasp of critical gender-related topics. This effort seeks to create a more inclusive and informed educational landscape for all stakeholders involved.

Awareness, Gender bias, Marginalization, Perception

1. Beresford Research. (2023, March 27). Retrieved from https://www.beresfordresearch.com: https://www.beresfordresearch.com/age-range-by-generation/ [Google Scholar] [Crossref]

2. Cherry, MSEd, K. (2023, February 1). What is perception? Retrieved from https://www.verywellmind.com: https://www.verywellmind.com/perception-and-the-perceptual-process-2795839 [Google Scholar] [Crossref]

3. DepEd. (2023, March 26). Retrieved from https://www.deped.gov.ph: https://www.deped.gov.ph/2017/06/29/do-32-s-2017-gender-responsive-basic-education-policy/ [Google Scholar] [Crossref]

4. Dovetail Editorial Team. (2023, February 5). What is descriptive research? Retrieved from Dovetail: https://dovetail.com/research/descriptive-research/ [Google Scholar] [Crossref]

5. European Institute for Gender Equality. (2023, December). Gender Analysis. Retrieved from eige.europa.eu: https://eige.europa.eu/gender-mainstreaming/tools-methods/gender-analysis?language_content_entity=en [Google Scholar] [Crossref]

6. Fleetwood, D. (2023, July 08). Quantitative Research: What It Is, Practices & Methods. Retrieved from QuestionPro: https://www.questionpro.com/blog/quantitative-research/ [Google Scholar] [Crossref]

7. Ghaemi, MD, MPH, N. (2019, April 8). PsychologyToday. Retrieved from https://www.psychologytoday.com: https://www.psychologytoday.com/us/blog/mood-swings/201904/the-cultural-psychology-generation-x [Google Scholar] [Crossref]

8. Le Roux, E., & Khalf-Elledge, N. (n.d.). Religions, Gender and Development. Stellenbosch University; University of London: Spotlight Initiative; UN Women. [Google Scholar] [Crossref]

9. Leo. (2023, October 28). Unlocking the Power of Perception in Psychology: How Your Mind Shapes Your Reality. Retrieved from https://psychologily.com/: https://rb.gy/a8nha1 [Google Scholar] [Crossref]

10. Levesque, R. J. (2014, January 01). Sex Roles and Gender Roles. Encyclopedia of Adolescence, pp. 2622-2623. [Google Scholar] [Crossref]

11. Odukoya, A. (2022, November 17). The Changing Generational Values. Retrieved from https://imagine.jhu.edu/: https://imagine.jhu.edu/blog/2022/11/17/the-changing-generational-values/ [Google Scholar] [Crossref]

12. Orstavik, S. (2023, March 30). Why investing through a gender and marginalization lens is good for business. Retrieved from UNDP: https://www.undp.org/blog/why-investing-through-gender-and-marginalization-lens-good-business [Google Scholar] [Crossref]

13. Philippine Commission on Women. (2023, March 26). Retrieved from https://pcw.gov.ph: https://pcw.gov.ph/gad-budget-report/ [Google Scholar] [Crossref]

14. Polit, D. F., & Beck, C. (2006, October). The content validity index: are you sure you know what's being reported? Critique and recommendations. Retrieved from National Library of Medicine: https://pubmed.ncbi.nlm.nih.gov/16977646/ [Google Scholar] [Crossref]

15. Respicio & Co. (2023, November 26). Common Law Marriage in the Philippines. Retrieved from https://www.respicio.ph: https://www.respicio.ph/articles/common-law-marriage-in-the-philippines [Google Scholar] [Crossref]

16. rothschildsintrotosociology. (2023, April 18). Retrieved from https://rwu.pressbooks.pub: https://rwu.pressbooks.pub/rothschildsintrotosociology/chapter/agents-of-socialization/ [Google Scholar] [Crossref]

17. Simkus, J. (2023, July 31). SimplyPsychology. Retrieved from https://www.simplypsychology.org: https://www.simplypsychology.org/stratified-random-sampling.html [Google Scholar] [Crossref]

18. UNESCO. (2019). Global Education Monitoring Report – Gender Report: Building bridges for gender equality. Paris: UNESCO. [Google Scholar] [Crossref]

19. UNESCO 2023. (n.d.). UNESCO in Action for Gender Equality 2022-2023. Paris: UNESCO. Retrieved from UNESCO Digital Library: https://unesdoc.unesco.org/ark:/48223/pf0000387300 [Google Scholar] [Crossref]

20. UNESCO. 2019. (n.d.). From Access to Empowerment: UNESCO Strategy for Gender Equality in and through Education 2019-2025. Education 2030, ISBN 978-92-3-100330-1; https://doi.org/10.54675/IJGQ3826. [Google Scholar] [Crossref]

21. UNESCO. News. (2023, November 9). Retrieved from https://www.unesco.org/: https://www.unesco.org/en/articles/gender-equality-and-through-teaching-profession [Google Scholar] [Crossref]

22. UNESCO.2020. (n.d.). Global Education Monitoring Report - Gender Report: A New Generation; 25 years of efforts for gender equality in education. Paris: UNESCO. [Google Scholar] [Crossref]

23. UNESDOC. (2023, March 26). Inclusion and Gender Equality. Retrieved from https://unesdoc.unesco.org/: https://rb.gy/uqh36l [Google Scholar] [Crossref]

24. Winkel, H. (2019). Religious Cultures and Gender Cultures: Tracing Gender Differences Across Religious Cultures. Journal of Contemporary Religion, 34:2, 241-251, DOI: 10.1080/13537903.2019.1621540. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study