Challenges in Gender Mainstreaming in the Department of Education: Basis for Proposed Intervention Program for Secondary Teachers in the Division of Zambales

Jesseca Jean A Sepillo,Novrina Bigilda A Orge

doi:10.11594/ijmaber.02.10.14

Abstract

The study aimed to determine the challenges in gender mainstreaming in the Department of Education. The study made use of descriptive research design with the aid of questionnaires the main instrument in gathering the data. Descriptive and inferential statistics were used for data analysis. The study revealed that a typical respondent was in their middle adulthood aged thirty-one to forty, majority were female, most have rendered zero to four years in service, more than half of the public secondary teachers are Teacher I, and most of the public secondary teachers attended three to five numbers of relevant training on gender mainstreaming. The public secondary teachers identified that the security, health and other student services was moderately serious problem while facilities, administration, instruction and curriculum was not a problem. There was a statistically significant difference on the problems encountered by the public secondary teachers on the gender mainstreaming implementation in terms of administration and curriculum when grouped according to age and number of relevant training attended on gender mainstreaming. There was a statistically significant difference on the problems encountered by the public secondary teachers on the gender mainstreaming implementation in terms of instruction when grouped according to number of relevant training attended on gender mainstreaming. There was a significant difference on the problems encountered by the public secondary teachers on the gender mainstreaming implementation in terms of facilities when grouped according to sex, length of service and number of relevant training attended on gender mainstreaming. There was a significant difference on the problems encountered by the public secondary teachers on the gender mainstreaming implementation in terms of security, health and other student services when grouped according to sex and number of relevant training attended on gender mainstreaming. The proposed intervention program addresses the gender mainstreaming implementation for public secondary teachers in the Division of Zambales

Highlights

The Department of Education’s mission statement states to protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where students learn in a child-friendly, gender-sensitive, safe, and motivating environment, teachers facilitate learning and constantly nurture every learner and administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.It is a very clear note that included in the earning environment is the promotion of a gender-sensitive atmosphere
There was a significant difference on the challenges encountered in gender mainstreaming in the Department of Education in terms of security, health and other student services when according to sex (Sig=0.01) and number of relevant training attended on gender mainstreaming (Sig = 0.03), as shown the significant value is less than 0.05 alpha level of significant
There was a significant difference on the challenges encountered in gender mainstreaming in the Department of Education in terms of administration and curriculum when grouped according to age and number of relevant training attended on gender mainstreaming

Summary

Introduction

It is a very clear note that included in the earning environment is the promotion of a gender-sensitive atmosphere. This implies that all learning institution should take into consideration that gender and development is an aim to achieve not just an activity to play on. It was noted that many government agencies displayed a very low of awareness and understanding of gender and development. Schools, in particular, this means that most likely, it is in school where most of the gender issues originated. The target is to make education at all level gender-responsive because it could bring gender equality too, within, and through education

Objectives

Methods

Findings

Discussion

Conclusion