Gender and Development Programs in an Educational Institution: Views of Stakeholders

Abstract

This phenomenological study understands the views of stakeholders in educational institutions regarding the implementation of the Gender and Development (GAD) program. Using a qualitative approach, six teachers from two public schools in Davao City were interviewed. Participants, selected through purposive sampling, had over five years of teaching experience and were not directly involved in the GAD program. Thematic analysis revealed several key findings. Despite efforts to promote gender equality, stakeholders noted significant challenges in the program's execution, particularly a lack of clarity in its implementation and communication. Teachers expressed concerns over insufficient training and resources, which hindered their ability to fully integrate GAD principles into their classrooms. While the commitment to addressing gender inequality was evident, the study highlighted a need for better coordination and more structured guidance from the program's focal persons. This study emphasises the necessity of enhancing the GAD program to ensure that its objectives align with practical, actionable outcomes within the educational system. By improving the implementation process and providing more precise direction, educational institutions can better contribute to gender inclusivity and equality. These findings contribute to a deeper understanding of how GAD programs are viewed at the school level and offer an understanding of improving gender-related policies in educational settings.