Scholarlink

Background <p>This study explores the relationship between administrative support and the integration of Gender and Development (GAD) practices in public secondary schools in Pangasinan II. It aims to determine how human resources, financial resources, and facilities contribute to the implementation of GAD principles in curriculum, teaching strategies, classroom environment, and student engagement.</p> Methods <p>The study was conducted among teachers in 22 public secondary schools under the Schools Division of Pangasinan II. A total of 385 teachers participated; they were selected through stratified random sampling. Data were collected via an online Google Form administered between February and March 2025. The instrument has undergone expert validation and pilot testing. Internal consistency was measured using Cronbach’s alpha (α = 0.98), and data were analyzed using SPSS.</p> Results <p>Results indicated strong positive correlations between administrative support components (human resources, financial resources, and facilities) and the extent of GAD integration across curriculum, teaching strategies, classroom environment, and student engagement. Teachers reported high levels of administrative support and strong implementation of gender-responsive practices.</p> Conclusions <p>Effective administrative support was a significant determinant of GAD integration in public secondary schools. Strengthening institutional support can enhance gender equality and the achievement of Sustainable Development Goal 5 (Gender Equality) within education.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Promoting gender equality in education through effective administrative support

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月25日

查看全文
  • Ricardo G. Tejada

摘要

Background

This study explores the relationship between administrative support and the integration of Gender and Development (GAD) practices in public secondary schools in Pangasinan II. It aims to determine how human resources, financial resources, and facilities contribute to the implementation of GAD principles in curriculum, teaching strategies, classroom environment, and student engagement.

Methods

The study was conducted among teachers in 22 public secondary schools under the Schools Division of Pangasinan II. A total of 385 teachers participated; they were selected through stratified random sampling. Data were collected via an online Google Form administered between February and March 2025. The instrument has undergone expert validation and pilot testing. Internal consistency was measured using Cronbach’s alpha (α = 0.98), and data were analyzed using SPSS.

Results

Results indicated strong positive correlations between administrative support components (human resources, financial resources, and facilities) and the extent of GAD integration across curriculum, teaching strategies, classroom environment, and student engagement. Teachers reported high levels of administrative support and strong implementation of gender-responsive practices.

Conclusions

Effective administrative support was a significant determinant of GAD integration in public secondary schools. Strengthening institutional support can enhance gender equality and the achievement of Sustainable Development Goal 5 (Gender Equality) within education.