Bridging Policy and Practice: Measuring GAD Implementation Levels as a Basis for Policy Recommendation

Abstract

This study assessed the implementation of Gender and Development (GAD) programs in public elementary and secondary schools in Sibagat District II, Division of Agusan del Sur. Specifically, it examined the level of GAD implementation in terms of policy implementation, programs, projects and activities (PAPs), organizational support, enabling mechanisms, and monitoring and evaluation. It also determined whether significant differences existed in the respondents' evaluation of GAD implementation when grouped according to age, gender, civil status, educational attainment, position, and length of service. The study employed a quantitative descriptive-comparative research design involving school personnel from 38 public schools during the School Year 2024–2025. Data were collected using a validated researcher-developed questionnaire and analyzed using frequency, percentage, mean, standard deviation, and the Kruskal–Wallis H test. The findings revealed that the overall implementation of GAD programs was highly implemented, with policy implementation and programs, projects, and activities obtaining the highest ratings, while organizational support, enabling mechanisms, and monitoring and evaluation were moderately implemented. Moreover, no statistically significant differences were found in the respondents' evaluation of GAD implementation across all demographic variables. The study concludes that participating schools have established a strong foundation for gender mainstreaming but require continuous strengthening of institutional support systems, enabling mechanisms, and monitoring processes to sustain effective implementation. It recommends enhancing capacity-building programs, improving evidence-based planning and monitoring, strengthening stakeholder collaboration, and continuously reviewing institutional GAD policies to promote inclusive, gender-responsive educational governance.