• Japeth A. Villanueva
• Marymae D. Suminguit
• Mary Rose S. Valdehueza

This study was conducted to assess the implementation of Gender-Responsive Basic Education Policy among the public-school teachers of Talakag District II, Division of Bukidnon, during the School Year 2022-2023. The respondents were 177 teachers from the different schools of the said district. This study sought to: 1.) determine the demographic profile of the respondents; 2.) assess the implementation of the Gender Responsive Basic Education Policy; and 3.) determine the significant relationship between the respondents’ profile and the assessment on the Gender-Responsive Basic Education Policy. This study used the descriptive statistics and the primary research instrument used in this study is a standardized questionnaire patterned from the DO. 32, s. 2017 known as the Gender-Responsive Basic Education Policy. Standard indicators are formulated based the standards and guidelines of implementation of the DepEd Order No. 32 s. 2017. Pearson correlation was employed to determine the significant relationship of the level of implementation of the gender-responsive basic education policy according to the respondents’ demographic profile, to find the statistical relationship or association between the variables. As gathered from the data, most of the respondents were 30 years old and below, females, Teacher I in position and holds bachelor’s degree. Majority of them were 1-5 years in service, married, has a family income ranging ₱21,000-₱30,000 a month and belonged to the Roman Catholic religion. Greater number of the respondents have attended 1 to 3 times related seminars and trainings on gender-responsive basic education policy in the regional, division, district and school level. In terms of the tribal affiliation, mostly belonged to Higa-onon tribe. The extent of the respondent’s assessment on the implementation of the gender-responsive basic education policy is “well implemented” and the overall, the respondents’ profile showed no significant relationship on their assessment on the gender-responsive basic education policy. It is been recommended that budget for learning resources related to the implementation of gender-responsive basic education policy must be included in the school’s operating budget

assessment, implementation, gender-responsive education

"ASSESSMENT ON THE IMPLEMENTATION OF GENDER-RESPONSIVE BASIC EDUCATION POLICY AMONG PUBLIC SCHOOL TEACHERS OF TALAKAG DISTRICT 2, DIVISION OF BUKIDNON", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 8, page no.d843-d894, August-2023, Available :http://www.jetir.org/papers/JETIRTHE2058.pdf

"ASSESSMENT ON THE IMPLEMENTATION OF GENDER-RESPONSIVE BASIC EDUCATION POLICY AMONG PUBLIC SCHOOL TEACHERS OF TALAKAG DISTRICT 2, DIVISION OF BUKIDNON", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 8, page no. ppd843-d894, August-2023, Available at : http://www.jetir.org/papers/JETIRTHE2058.pdf