Gender and Development and Inclusive Learning Practices of the Department of Education – Bayombong Districts: Basis for Organization Development Intervention

Lilia C. Hermosura
Department of Education – Schools Division of Nueva Vizcaya
Bayombong Central School Sped Center Bayombong 1 District
Nueva Vizcaya, Philippines

DOI: https://doi.org/10.54476/iimrj210

 

ABSTRACT

 

Gender and development issues and inclusive education are related to child protection, and these are very prevalent today as the Department of Education recognizes that there may be instances of violence at school due to the challenging situations faced by teachers and other officials inside and outside the school. Teachers face many overlapping obligations and obstacles to children’s safety, inclusive environments, and gender and development issues, which creates many difficulties in their daily planning. The teacher’s innate strength in dealing with a situation in the broad sense of child protection, as well as its incorporation into learning activities, has several considerations such as gender and development and inclusive education. With that, the researcher assessed the implementation of Gender and Development and Inclusive Learning Practices in the Department of Education in the Bayombong Districts as a basis for Organization Development Intervention. The descriptive research method was used, with a survey questionnaire used to collect data from 26 school heads and 153 teachers from the Bayombong Districts. Frequency and percentage, weighted mean, correlational procedure (f-test) and test of variance (t-test) were employed to analyze the data statistically. Findings revealed that gender and development, as well as inclusive learning practices, were sometimes implemented. When respondents are grouped according to their demographic profile, there is a significant difference in their perception, which is also significantly correlated with the level of implementation in learning practices. As a result, the proposed organization development intervention is expected to address the respondents’ problems and challenges in implementing gender and development and inclusive learning practices in the teaching-learning process.


Keywords: Gender and Development, Inclusive Learning Practices, Capacity Building Programs, Curriculum and Instructions, Teaching Strategies and Assessment

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