Awareness of public secondary high school teachers on gender and development: Basis for a proposed enhancement program

This study assessed the awareness of public secondary school teachers on Gender and Development (GAD) as a basis for an enhancement program in Kabugao District, Schools Division of Apayao, Philippines. Using a descriptive research design, data were gathered from sixty (60) public secondary school teachers through a researcher-made survey-questionnaire. Findings revealed that respondents demonstrated a high level of awareness of GAD concepts, policies, and institutional responsibilities; however, notable challenges were identified in terms of limited resources, insufficient training, budget constraints, and gaps in monitoring and implementation. These results indicate that while awareness is well-established, practical application remains hindered by systemic limitations. It is therefore concluded that strengthening institutional support mechanisms is necessary to translate awareness into effective gender-responsive practices in schools. Based on the findings, it is recommended to enhance training programs, improve resource allocation and utilization, and establish stronger monitoring systems. Furthermore, the development and implementation of a comprehensive GAD Enhancement Program is proposed to address identified gaps and sustain gender mainstreaming efforts in public secondary schools.