Makinig Naman Kayo: Teachers’ Frustrations and Perceived Gaps in the Implementation of GAD-Related Policies in Elementary Schools

Abstract

Gender and Development (GAD) policies were institutionalized in Philippine schools to promote inclusivity, equity, and protection from gender-based discrimination. This qualitative research explored the lived experiences of elementary teachers in implementing GAD policies within the school system. Using semi-structured interviews and thematic analysis, the study revealed recurring frustrations among teachers such as inadequate training on GAD principles, limited allocation and unclear utilization of GAD funds, and the lack of concrete guidelines for addressing violations involving learners, teachers, and parents. Findings further highlighted the gap between policy directives and actual school practices, where GAD activities are often reduced to compliance-driven events rather than sustained, meaningful initiatives. Teachers also expressed challenges in gaining administrative support, encountering resistance from parents with traditional gender beliefs, and balancing the policy’s goals with existing academic demands. Despite these frustrations, educators showed a strong commitment to fostering inclusivity and equity, provided that sufficient support, clear implementation mechanisms, and responsive interventions are put in place. The study underscores the importance of capacity-building programs, transparent fund utilization, active collaboration with stakeholders, and accountability measures to strengthen the implementation of GAD-related policies. Ultimately, the research calls for a more participatory, consistent, and context-sensitive approach to ensure that GAD integration in schools fulfills its intended role of promoting gender fairness, respect, and protection for all.