2026 IJRSE – Volume 15 Issue 5
Available Online: 18 March 2026
Author/s:
Siding, Melanie G.*
Ilocos Sur Polytechnic State College, Philippines (melaniesiding@gmail.com)
Raras, Vicente R.
Ilocos Sur Polytechnic State College, Philippines
Abstract:
Gender awareness among teachers plays an essential role in promoting inclusive and equitable educational environments. Teachers are expected to demonstrate sensitivity to gender issues and integrate gender-responsive practices within their professional responsibilities. This study examined the level of teachers’ awareness of Gender and Development (GAD) concepts, policies, and tools in Alilem District. Specifically, it aimed to determine teachers’ awareness of key GAD concepts and mandates, identify the least known GAD areas among teachers, and determine whether a significant difference exists between teachers who are GAD focal persons and those who are not. The study employed a descriptive research design using a structured survey questionnaire administered to teachers in the district. Statistical tools such as frequency counts, percentages, weighted means, and significance testing were used to analyze the data. The findings revealed that teachers generally demonstrate awareness of basic gender concepts and policies; however, several technical aspects of GAD implementation remain less familiar to them. Results also indicated differences in gender awareness between GAD focal persons and non-focal teachers. Based on these findings, a Gender Sensitivity Professional Development Program Design was proposed to enhance teachers’ knowledge and competencies in implementing gender-responsive practices in schools. The study highlights the importance of continuous professional development in strengthening gender mainstreaming efforts in educational institutions.
Keywords: gender awareness, Gender and Development, GAD tools, gender mainstreaming, teacher professional development
DOI: https://doi.org/10.5861/ijrse.2026.26102
Cite this article:
Siding, M. G., & Raras, V. R. (2026). Teachers’ gender awareness: Basis for a gender sensitivity professional development program design in Alilem District. International Journal of Research Studies in Education, 15(5), 259-267. https://doi.org/10.5861/ijrse.2026.26102
* Corresponding Author