GENDER RESPONSIVE PRACTICES, LEADERSHIP COMPETENCIES AND INSTITUTIONAL COMMITMENT IN THE DIVISION OF ANTIPOLO: BASIS FOR AN INTERVENTION MEASURE
Keywords:
gender responsiveness, leadership competencies, institutional commitment, school heads, basic education, Antipolo City, intervention program, descriptive-correlational researchAbstract
This study assessed gender responsiveness practices, leadership competencies, and institutional commitment in the Schools Division of Antipolo City as a basis for an intervention measure. It also examined whether the four respondent groups differed in their assessment of gender responsiveness practices, whether the three constructs were significantly related, which challenges respondents encountered, and how suitable, acceptable, and feasible the proposed intervention measure was. A descriptive-correlational design was used. Using purposive sampling, data were gathered through a researcher-made, expert-validated survey questionnaire from 374 respondents in 14 public secondary schools: 8 Education Program Supervisors (EPS)/District Supervisors, 14 School Heads, 14 Gender and Development (GAD) Focal Persons, and 338 teachers. Data were analyzed using percentages, weighted means, one-way analysis of variance (ANOVA), and the Pearson correlation coefficient. Gender responsiveness practices were rated Strongly Agree (grand mean = 4.39), leadership competencies Highly Evident (grand mean = 4.41), and institutional commitment of school heads Highly Committed (grand mean = 4.42). No significant differences were found among the four respondent groups in their assessment of gender responsiveness practices (all computed F values ≤ 0.02890). Gender responsiveness practices, leadership competencies, and institutional commitment were very strongly to perfectly and significantly correlated (r = 0.99–1.00). Respondents encountered challenges relating to gender responsiveness practices (overall WM = 4.07), leadership competencies (4.01), and institutional commitment (3.95), most notably in gender awareness, gender-disaggregated data, training, communication, documentation, and policy enforcement. The proposed intervention program, GREAT LEAD 2030, was rated Highly Suitable (4.37), Highly Acceptable (4.40), and Highly Feasible (4.37). The Division demonstrates well-established gender responsiveness, leadership competencies, and institutional commitment, and these three elements are strongly interdependent. Remaining gaps in data systems, training, communication, and policy enforcement support the adoption of the proposed intervention program.
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