Gender and Development Awareness of Faculty Members in a Philippine State College: A Basis for Enhancement Program

Abstract

Gender and Development (GAD) is increasingly recognised as a critical component in education, requiring teachers to possess the knowledge, attitudes, and practices to promote gender equality and implement gender-responsive strategies in educational settings. Anchored on Gender Schema Theory (Bem, 1981), the main goal of this study was to assess the level of GAD awareness among faculty members of a Philippine state college and develop an enhancement program that addresses identified gaps in GAD awareness. This investigation highlights the vital role of academics in institutionalizing gender equality and inclusivity, directly shaping curriculum, pedagogy, and the academic culture of respect and equity. The study utilized a descriptive-comparative design involving 164 faculty members. The study results showed that the faculty's awareness level is evident in all indicators and the overall result was at an “aware” level (M = 3.91), with gender roles (M = 4.21) and national mandates and related laws (M = 4.06) emerging as the strongest areas. Meanwhile, respondents showed lower levels of awareness on gender issues (M = 3.68) and government agencies integrating GAD plans (M = 3.67). No significant differences were observed in terms of age, gender, educational attainment, or position, indicating that awareness is consistent across faculty demographics. While faculty members demonstrate a solid foundational understanding of GAD principles, deeper engagement with institutional mechanisms, gender budgeting, and agency mandates is needed. A comprehensive enhancement program was developed that focuses on budget allocation, national mandates, capacity-building sessions, and gender sensitivity dialogues.

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