Gender and development (GAD) integration in the teaching-learning process at Mainit I District

This study investigated the integration of Gender and Development (GAD) principles into the teaching-learning process among secondary school educators in Mainit I District. The primary objectives were to assess the extent of GAD integration, determined the relationship between teacher profiles and GAD integration levels, and develop a comprehensive GAD Integration Manual. The research involved a population of 72 secondary school teachers from Mainit National High School, Magpayang National High School, and Paco National High School. Employing cluster sampling, teachers with a minimum of one year of teaching experience and holding permanent positions were selected. Data were collected through a validated, researcher-designed survey questionnaire, ensuring both content validity and reliability (Cronbach’s alpha = 0.8816). Results indicate a diverse teacher profile: predominantly mid-career, female, with varied educational attainments and specializations, significant teaching experience, and extensive participation in GAD training. Findings show a high level of GAD integration across structured lessons, visual materials, instructional delivery, assessment and evaluation, and performance tasks. Teachers consistently incorporate GAD principles to promote gender equality and inclusivity. Statistical analysis revealed significant relationships between teacher profile and GAD integration levels. Teachers handling multiple subjects and those with higher academic ranks demonstrated more effective GAD integration, particularly in social studies and literature. Based on these findings, the study proposed a GAD Integration Manual tailored for Mainit I District educators. This manual includes subject-specific strategies, adaptable approaches for all teaching ranks, innovative instructional methods, and guidelines for creating gender-fair materials.