Teaching performance and participation of faculty in gender and development programs in a state college in Camarines Sur / (Record no. 29783)

MARC details
000 -LEADER
fixed length control field 03902nam a2200301 i 4500
003 - CONTROL NUMBER IDENTIFIER
control field CSPC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250717160718.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 250717s2025 ph a b 000 0 eng d
040 ## - CATALOGING SOURCE
Original cataloging agency CSPC
Language of cataloging eng
Transcribing agency CSPC
Description conventions rda
090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN)
Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) UTH BPA Y79t 2025
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Yome, Apple Jean C.
Relator term author.
245 10 - TITLE STATEMENT
Title Teaching performance and participation of faculty in gender and development programs in a state college in Camarines Sur /
Statement of responsibility, etc. Apple Jean C. Yome, Janet Ann B. Luceña, and Ivy Razel A. Salazar
300 ## - PHYSICAL DESCRIPTION
Extent 114 leaves.
336 ## - CONTENT TYPE
Source rdacontent
Content type term text
337 ## - MEDIA TYPE
Source rdamedia
Media type term unmediated
338 ## - CARRIER TYPE
Source rdacarrier
Carrier type term volume
502 ## - DISSERTATION NOTE
Dissertation note Undergraduate Theses (BPA) - Public Administration
Name of granting institution Camarines Sur Polytechnic Colleges, 2025
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references.
520 3# - SUMMARY, ETC.
Summary, etc. The research investigated the relationship between faculty participation in Gender and Development (GAD) programs and teaching performance at Camarines Sur Polytechnic Colleges (CSPC). The study stemmed from recognizing persistent gender inequalities within academic institutions and the need for a structured approach to addressing these issues by establishing a GAD office. The research employed a correlational methodology, utilized survey questionnaires to gather quantitative data on faculty participation levels in GAD initiatives and their corresponding teaching performance metrics. The study aimed to answer three primary questions: the extent of faculty participation in GAD programs, the impact of this participation on teaching performance, and the correlation between the two variables.<br/><br/>The findings revealed a generally positive perception of the initiatives. Faculty members reported an increased understanding of gender equality and satisfaction with institutional support for GAD activities. However, challenges such as limited incentives and the alignment of program commitments with existing workloads were identified as barriers to higher participation rates. Regarding teaching performance, faculty members demonstrated effective classroom management and communication skills, with high scores in areas such as providing clear learning objectives and constructive feedback. Nonetheless, there remained room for improvement in diversifying teaching methods to cater to various learning styles.<br/><br/>Statistical analysis using Pearson correlation coefficients indicated. a weak positive correlation between faculty participation in GAD programs and teaching performance, suggesting that while participation contributed to teaching effectiveness, other factors also played a significant role. The p-value of 0.195 indicated that the observed correlation was not statistically significant, highlighting the complexity of the relationship between GAD participation and teaching outcomes.<br/><br/>The study concluded that while CSPC's GAD programs were beneficial in promoting gender awareness and enhancing faculty development, there was a need for improved program design, increased incentives, and a more integrated approach to embedding GAD principles into teaching practices. Recommendations for future research included exploring the motivations behind faculty participation in GAD programs and examining additional factors influencing teaching performance. This research contributed to the broader discourse on gender equality in education, emphasizing the importance of faculty engagement in GAD initiatives to foster an inclusive academic environment that benefited educators and students.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Luceña, Janet Ann B.
Relator term author.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Salazar, Ivy Razel A.
Relator term author.
720 ## - ADDED ENTRY--UNCONTROLLED NAME
Name Adriano, Renato III, A.
Relator term adviser.
720 ## - ADDED ENTRY--UNCONTROLLED NAME
Name Barcinilla, Ejay F.
Relator term chair, panelist.
720 ## - ADDED ENTRY--UNCONTROLLED NAME
Name Bardaje, Jo Vincent T.
Relator term panelist.
720 ## - ADDED ENTRY--UNCONTROLLED NAME
Name Bersabe, Albert Jorge Emmanuel D.
Relator term panelist.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Suppress in OPAC No
Koha item type Unpublished Materials
Classification part Y79t
Item part BPA
Call number prefix UTH
Call number suffix 2025
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Total Checkouts Full call number Barcode Date last seen Copy number Price effective from Koha item type
    Dewey Decimal Classification     Main Library Main Library Undergraduate Thesis Section 07/17/2025   UTH BPA Y79t 2025 006641UM 07/17/2025 1-1 07/17/2025 Unpublished Materials