Voices from the Classroom: Unraveling Teachers’ Experiences in Integrating Gender and Development

Abstract

This study explored and investigated the experiences, coping mechanisms, and insights learned from the experiences of High school teachers in integrating Gender and Development (GAD) in instruction. Qualitative approach to research phenomenological from the ten high school teachers from Tugbok District, Division of Davao City. On the experiences of high school teachers in integrating Gender and Development in instruction, the following were observed: Lack of training, Deep-Rooted Gender Stereotypes, and Lack of Suitable Teaching Resources. While on the high school teachers coping mechanism on the challenges encountered in integrating GAD in instruction, the following were observed:  Teacher Training and Professional Development, Life Skills and Empowerment Education, and Textbook and Learning Material Evaluation. Through their experiences and coping mechanisms, we generated new knowledge and ideas on the experiences encountered by high school teachers in integrating Gender and Development in instruction.  Finally, the educational management insights learned from the experiences of high school teachers were the complexity of Gender Integration, the Importance of Teacher Training, and the Long-Term Perspective on GAD. These themes can be described as input in the successful crafting and conduct of training for teachers to capacitate them on the different strategies and techniques in integrating GAD in instruction. It may be published in a reputable research journal.