Advancing School-Based Gender and Development (GAD) Programs: Narratives of School Focal Persons

This qualitative phenomenological study explored the lived experiences of school-based Gender and Development (GAD) focal persons in selected public elementary schools of Buhangin West District, Davao City, focusing on their roles in advancing gender-responsive programs, coping strategies, and educational management insights. Data were collected through semi-structured interviews with ten (10) purposively selected teachers and analyzed using thematic analysis. Findings revealed that teachers actively led GAD initiatives, created safe spaces for dialogue, observed positive attitudinal changes among learners, and experienced fulfillment despite resistance. To sustain programs, they employed collaboration with colleagues and stakeholders, creative participatory strategies, emotional resilience, and continuous reflection for improvement. Teachers emphasized embedding gender sensitivity into daily practices and school culture, engaging all stakeholders for sustainable initiatives, integrating inclusivity into teaching and curriculum, and pursuing ongoing advocacy, training, and professional growth. The study aligns with the UNSDGs, particularly Goal 4: Quality Education and Goal 5: Gender Equality, by demonstrating how school-based GAD focal persons contribute to inclusive, equitable, and quality education. These insights offer practical guidance for policymakers, educators, and administrators seeking to strengthen gender-responsive education and foster inclusive school environments.