Institutionalizing Gender and Development in Schools: Policy–Practice Gaps and the Invisible Labor of Gender Advocates

Abstract

This qualitative case study examines the school-level implementation of Gender and Development (GAD) policy in a Philippine public secondary school, focusing on teachers and guidance counselors as frontline implementers. Using semi-structured interviews and thematic analysis, the study identifies uneven policy awareness, limited professional learning, event-based compliance, and weak institutional support as key constraints to gender equity in schooling. Findings reveal a persistent policy–practice gap, with gender-responsive initiatives sustained largely through the invisible labor of individual advocates rather than embedded institutional structures. The study highlights the role of educational leadership, whole-school approaches, and accountability mechanisms in institutionalizing gender equity. Although context-specific, the findings contribute to international and Australian debates on gender equity, school leadership, and policy enactment in secondary education.