Teaching performance and participation of faculty in gender and development programs in a state college in Camarines Sur / Apple Jean C. Yome, Janet Ann B. Luceña, and Ivy Razel A. Salazar

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Dissertation note: Undergraduate Theses (BPA) - Public Administration Camarines Sur Polytechnic Colleges, 2025 Abstract: 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. 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. 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. 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.
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Undergraduate Theses (BPA) - Public Administration Camarines Sur Polytechnic Colleges, 2025

Includes bibliographical references.

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.

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.

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.

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.

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