Title: Perceived Level of Gender and Development Program Implementation in Public Elementary Schools in Pampanga, Philippines
Authors: Kiana Mae C. Pabustan¹
Janine C. Basilio
Daniella Justine P. Ferrer
Micaella C. Guevarra
Rianna Cate T. Guevarra
Reymond Q. Fajardo
Volume: 10
Issue: 6
Pages: 264-271
Publication Date: 2026/06/28
Abstract:
This study examined the perceived level of Gender and Development program implementation in GIDA or Last Mile public elementary schools in Pampanga, Philippines.The study focused on four dimensions: GAD policy implementation, GAD projects and activities, gender-responsive learning environment, and GAD resources and support. A Sequential Explanatory Mixed Methods research design was employed, using a structured survey questionnaire and interview questions derived from the lowest-rated indicators in each dimension, which were administered to teachers and school personnel. The mean and standard deviation were used to determine the level of GAD program implementation, while Spearman's Rank Correlation was employed to evaluate the strength and direction among variables. Findings revealed that the overall level of GAD program implementation was high, with mean scores ranging from 3.426 to 3.560, interpreted as "Agree to Strongly Agree. Among the four dimensions, the gender-responsive learning environment obtained the highest mean score, indicating the presence of inclusive, safe, and equitable learning environments. Conversely, GAD resources and support had the lowest mean score, indicating areas that require further improvement. Additionally, the results showed a statistically significant positive correlation among all GAD dimensions, suggesting that improvements in one area of implementation contribute to the enhancement of other areas. Overall, the findings reflect a strong institutional commitment to gender equality and inclusivity in GIDA or Last Mile public elementary schools in Minalin District, Pampanga.