Gender Equality in Teaching and Learning in Secondary Schools in Temeke District, Tanzania

Abstract

Gender equality in teaching and learning ensures participation of girls and boys in the classroom.   However, pedagogical issues and social cultural norms continue to impede the implementation of gender equality in teaching and learning in schools. This study examined adherence to gender equality in teaching and learning in secondary schools in Temeke District.   Data were collected from 288 participants selected through random and purposive sampling.  The study used both quantitative and qualitative approaches.  In depth interview, questionnaire survey and non-participant observation methods were used to collect primary data, and documentary review was used to collect secondary data.  Likert scale was used to measure gender equality adherence. Content analysis was used to analyse qualitative data according to key themes and research objectives. Major findings show that gender equality is adhered to adequately in school practices and in teaching and learning process.  Three quarter of the respondents showed that the curriculum addresses gender equality in school practice including teaching and learning in the classroom.  This study recommends that the Ministry of Education Science and Technology in collaboration with education stakeholders should continue to emphasize the implementation of a gender equality in teaching and learning practice in schools and to raise awareness on gender equality issues at the community level.

Keywords: Gender equality, secondary schools, teaching and learning, Tanzania

DOI: 10.7176/JEP/16-7-05

Publication date: July 30^th 2025