Promoting Gender Equity: Assessing the Role of Developmental Programs in Female Educational Leadership in Region 1

Abstract

This study investigates the systemic barriers to women’s educational leadership and the efficacy of Gender and Development (GAD) initiatives in public elementary schools. Despite women educators possessing advanced degrees and extensive experience, they remain disproportionately concentrated in senior teaching roles rather than administrative positions. Using a descriptive-correlational research design, data were gathered from educators to evaluate GAD implementation across various domains and identify structural challenges. The findings reveal that while GAD initiatives have successfully fostered a supportive internal school environment, they significantly lack in promoting external community advocacy. The obstacles to women's leadership are identified as "moderately serious" and structural, with a critical lack of administrative support serving as the primary bottleneck. Notably, the study found no significant correlation between an individual’s profile—such as age, tenure, or position—and their perception of these challenges, confirming that the barriers are deeply embedded and systemic rather than personal. A significant positive correlation between the severity of challenges and the perceived need for GAD validates the framework's necessity as an institutional response. The study concludes that the underrepresentation of women in leadership is a result of flawed implementation of gender policies and structural biases. To address these gaps, a proposed development plan focuses on establishing structured mentorship, enhancing administrative support, and strengthening community-based GAD advocacy to ensure equitable career progression for women educators.