MODULE ANALYSIS IN GENDER AND DEVELOPMENT RESPONSIVENESS OF PUBLIC SCHOOLS IN BINALONAN, PANGASINAN: BASIS FOR A CAPACITY-BUILDING PROGRAM

This study examined the level of gender and development (GAD) responsiveness of instructional modules, the seriousness of challenges encountered in their implementation, the relationship between respondents’ profile variables and GAD responsiveness, and the differences in perceptions between teachers and GAD coordinators. Using a quantitative research design, the study revealed a significant perceptual gap: teachers consistently rated their modules as highly responsive across content, language, access, and participation, and developmental impact, whereas GAD coordinators assessed them as only somewhat responsive to not responsive at all. This indicates differing standards of evaluation, with teachers emphasizing inclusivity practices and coordinators focusing on deeper gender mainstreaming criteria. In terms of implementation challenges, teachers perceived them as moderately serious, citing issues such as ensuring balanced gender representation, using consistently inclusive language, addressing diverse learner contexts, and integrating gender equality into meaningful applications. In contrast, coordinators rated these challenges as slightly serious. Analysis of relationships between profile variables and GAD responsiveness showed that age, gender, marital status, educational attainment, position, and income had no significant influence; however, years of experience as a module writer and attendance in GAD-related trainings were found to significantly enhance module responsiveness. Furthermore, a significant difference in perceptions between the two groups was established across all dimensions, reinforcing the need for unified assessment standards. Based on these findings, a capacity-building program was proposed to strengthen teachers’ competencies in gender-responsive module development, improve inclusive instructional design, and align evaluation frameworks through collaborative reviews, mentoring, and targeted professional development. The program aims to bridge perceptual gaps and promote more meaningful, transformative integration of gender and development principles in instructional materials.