The researcher sought to describe the gender and development (GAD) practices of the elementary teachers in Caloocan North 1. The gender and development practices of teachers include respecting all students regardless of their gender or labels. They also reflect on themselves to avoid any gender biases or discrimination. They also ensure provision of information to all. Gender Bias is also indicated in the practices of teachers in Gender and development and these are the following: The first bias is marginalization it is the way they treat a person or group. It is something or someone is pushed to the edge of a group and assigned lesser The second is subordination the act of holding someone to follow and be submissive, like men over controlling women in decision making or in other matters. Then the third is gender stereotype. Sociologists often see stereotyping as part of the process by which children are socialized into sex importance. roles and by which adults and children are denied opportunities for more individually varied development. Lastly are multiple burdens in which women do multiple works in and outside the house plus having children that give them multiple responsibilities.

Teacher observes Gender and Development practices in the aspect of keeping the seating arrangements as gender mix shows equality among students in their classroom routines. The most practiced gender and development act on task delegation is that boys and girls are given roles that match their strengths. Everyone gets equal opportunities in their classroom activity, regardless of their gender, as long as they work hard for it. Teachers in public schools in Caloocan use gender sensitive or neutral language materials in their instruction.

The challenge facing by the teachers is bullying due to gender issues and biases that are very prevalent among young children. Here in the

Philippines, as much as Filipinos push for gender equality, there is still a need to spread the mindset that no gender should be behind or below another gender. The teachers who greatly teach and guide the students on their outlook in life may influence the students to think fairly. Also, the teachers themselves may evaluate their practices if it is aligned to gender and development (GAD) guidelines. Therefore, the study aimed to determine the gender and development practices of the teachers and the students as a potential basis for mainstreaming of gender and development among elementary students. Sixty faculty members, males and females equally represented, participated in the investigation. A researcher-made questionnaire was crafted to cull out respondents' GAD perceptions and impressions together with a focus group discussion to tackle the challenges they face in implementing gender and development. Likert scale in conjunction with weighted mean and ranking scheme was utilized. There are clear indications of gender and development among the practices of the teachers such as respect for all students. Among classroom routines, all seating arrangements are gender mixed and the task delegation is fairly given to students according to their strengths and abilities. Additionally, everyone also gets equal opportunities as teachers ensured to motivate everyone to work harder because none must feel disadvantaged. When it comes to instructional materials, they were also deemed as gender neutral and gender sensitive. Still the very challenging part for the teachers is handling the bullies against non-heteronormative pupils. The findings were used to propose an action plan for GAD among elementary teachers and pupils.