Gender Responsive Practices, Leadership Competencies and Institutional Commitment in the Division of Antipolo: Basis for an Intervention Measure
DOI:
https://doi.org/10.65339/ijsis.V1.I3.234Keywords:
Educational Governance, Gender and Development, Gender-Responsive Practices, Institutional Commitment, Leadership Competencies, Monitoring and Evaluation, School Leadership, Stakeholder Engagement, Sustainable DevelopmentAbstract
This study assessed gender-responsive practices, leadership competencies, and institutional commitment in the Schools Division of Antipolo as a basis for developing an intervention measure. Anchored in Role Congruity Theory, Transformational Leadership Theory, and Organizational Commitment Theory, the study employed a quantitative descriptive-correlational research design involving 374 purposively selected respondents from 14 public secondary schools, comprising eight district supervisors, 14 school heads, 14 Gender and Development focal persons, and 338 teachers. Data were collected using a researcher-developed, expert-validated questionnaire and analyzed through weighted means, analysis of variance, and Pearson correlation. Findings revealed strong gender-responsive practices (M = 4.39), highly evident leadership competencies (M = 4.41), and high institutional commitment (M = 4.42). No significant differences were reported among respondent groups in their assessments of gender-responsive practices. Very strong to perfect positive correlations (r = 0.99–1.00) were reported among the three major variables. Despite these favorable assessments, challenges persisted in gender awareness, communication, professional development, policy enforcement, documentation, and monitoring mechanisms. Consequently, the GREAT LEAD 2030 intervention was proposed and evaluated as highly suitable (M = 4.37), acceptable (M = 4.40), and feasible (M = 4.37). The study recommends strengthening gender mainstreaming, leadership development, institutional accountability, stakeholder participation, and continuous monitoring to address identified gaps. The research aligns with Sustainable Development Goals 4 (Quality Education), 5 (Gender Equality), 10 (Reduced Inequalities), 16 (Peace, Justice, and Strong Institutions), and 17 (Partnerships for the Goals). Its potential multidisciplinary sustainability contribution lies in promoting inclusive educational governance, social equity, institutional resilience, and continuous organizational improvement through evidence-informed leadership and gender-responsive institutional practices.
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