Gender and Development (GAD) Mainstreaming Efforts and Implementation Challenges of Masbate National Comprehensive High School: Basis for an Enhanced GAD Action Plan
DOI:
https://doi.org/10.65339/ijsis.V1.I4.262Keywords:
Capacity Building, Gender and Development Mainstreaming, Gender Equality, Gender-Responsive Budgeting, Gender-Responsive Education, Implementation Challenges, Institutional Accountability, Monitoring and Evaluation, Sustainable Development GoalsAbstract
This study assessed Gender and Development (GAD) mainstreaming efforts and implementation challenges at Masbate National Comprehensive High School (MNCHS) as a basis for developing an Enhanced GAD Action Plan. Anchored on the Institutional Gender Analysis Framework, Street-Level Bureaucracy Theory, and Context, Input, Process, Product (CIPP) Evaluation Model, the study employed a quantitative descriptive–comparative research design. Thirty-five teacher-respondents were selected through purposive sampling and surveyed using a researcher-made, expert-validated structured questionnaire covering demographic characteristics, seven GAD mainstreaming dimensions, and implementation challenges. Data were analyzed using frequency counts, percentages, weighted means, ranking, and one-way analysis of variance (ANOVA). Results revealed that all seven GAD mainstreaming dimensions were Highly Implemented, with composite means ranging from 3.48 to 3.65. Gender-responsive teaching and learning practices obtained the highest composite mean (3.65), while monitoring, evaluation, and sustainability recorded the lowest (3.48). Respondents’ assessments differed significantly across demographic and professional profile groups (F = 6.18, p = 0.000005), although the analysis did not identify the specific categories responsible for these differences. Implementation challenges obtained a composite mean of 3.62, with limited financial resources and insufficient training opportunities receiving the highest ratings (3.71 each). Despite strong implementation, gaps remained in resource allocation, program integration, professional development, and accomplishment reporting. The study recommends improved financial management, targeted capacity building, systematic curriculum integration, enhanced data management, and strengthened protection mechanisms. The findings align with Sustainable Development Goals 5 (Gender Equality), 4 (Quality Education), and 16 (Peace, Justice, and Strong Institutions). The proposed Enhanced GAD Action Plan may support educational, sociocultural, and institutional sustainability by promoting inclusive practices, accountable governance, efficient resource management, and continuous program improvement.
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