000			03902nam a2200301 i 4500
003			CSPC
005			20250717160718.0
008			250717s2025 ph a b 000 0 eng d
040			_aCSPC _beng _cCSPC _erda
090			_aUTH BPA Y79t 2025
100	1		_aYome, Apple Jean C. _eauthor.
245	1	0	_aTeaching performance and participation of faculty in gender and development programs in a state college in Camarines Sur / _cApple Jean C. Yome, Janet Ann B. Luceña, and Ivy Razel A. Salazar
300			_a114 leaves.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
502			_aUndergraduate Theses (BPA) - Public Administration _cCamarines Sur Polytechnic Colleges, 2025
504			_aIncludes bibliographical references.
520	3		_aThe 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.
700	1		_aLuceña, Janet Ann B. _eauthor.
700	1		_aSalazar, Ivy Razel A. _eauthor.
720			_aAdriano, Renato III, A. _eadviser.
720			_aBarcinilla, Ejay F. _echair, panelist.
720			_aBardaje, Jo Vincent T. _epanelist.
720			_aBersabe, Albert Jorge Emmanuel D. _epanelist.
942			_2ddc _n0 _cUM _hY79t _iBPA _kUTH _m2025
999			_c29783 _d29783