Journal of Management and Policy Issues in Education

Combating gender stereotypes in schools

Alcuin Mwalongo — 2024-03-24

Gender stereotypes are common in societies. Since schools are social entities, they are susceptible to gender stereotypes. Promoting gender equity can combat gender stereotypes. Gender equity is significant for a patriarchal society such as Tanzania. Gender, education level, and teaching experience of heads of schools can influence how they combat gender stereotypes. However, little is known about the extent to which gender, education level, and teaching experience of heads of schools can influence their behaviour in combating gender stereotypes in schools. Based on this background, this study examined the extent to which gender, education level, and teaching experience of heads of schools can influence their behaviour in combating gender stereotypes in their schools. Using a quantitative research approach, data were collected through a survey and analysed using SPSS. Findings suggest that gender, education level, and teaching experience matter in combating gender stereotypes. It is recommended that the recruitment of heads of schools should consider these factors. Further research may involve longitudinal studies that gauge how perceptions of heads of schools on gender stereotypes change over time.

Examining the use of teaching and learning aids in the classrooms

Habibu Dadi — 2024-03-24

The importance of using Teaching and Learning Aids (TLAs) is strongly emphasised in the secondary school curriculum documents of Tanzania. Despite this, many in-service teachers appear reluctant to incorporate them into their teaching practices. This research aims to explore the factors influencing this reluctance to use TLAs. The study also proposes strategies to encourage their effective utilisation. Conducted using a phenomenographic design, the research is based on 30 in-depth interviews with teachers purposefully selected from eight public secondary schools in the Njombe Urban district. Eventually, the collected data were subjected to the thematic analysis approach to unearth the key findings emerging from the study. In terms of the reasons for teachers' reluctance to use TLAs, the thematic analysis identified three main themes- long experience syndrome and lack of professional commitment, lack of government support, and lack of professional support. As for the suggestive strategies to reverse the situation, four major themes were identified namely teachers’ professional development, availability of resources, and effective follow–up strategy. The findings suggest that regular seminars should be organised by school leaders and the Ministry of Education, Science, and Technology to increase teachers’ awareness of the importance of using TLAs in teaching. Furthermore, both internal and external quality assurers in charge of school supervision should ensure that all teachers use instructional resources as recommended by the Ministry.

Education as the revolving door into the streets and back home among street-involved children in Harare, Zimbabwe

Samson Mhizha Mhizha — 2024-03-24

This article explores the roles of education in driving children onto the streets and facilitating reunification with family. These roles are discussed in terms of how they contribute to street childhood and how they become part of a reintegration package. Against this background, education is considered a social vaccine against risky behaviours among children. The data were collected using a qualitative research approach, employing semi-structured interviews with street-involved children and key informants. The study purposively sampled 18 participants, including 10 street-involved children, eight informants from the Ministry of Labour and Social Welfare, Non-Governmental Organisation staff, guardians and former street-involved children. Of the 10 street-involved children, five were females and the other five were males. Data analysis revealed that these children faced education-related risk factors such as material poverty, differential treatment, adverse childhood experiences, truancy, stigma, and peer influence. The children employed resilience pathways like reunification support and putting personal effort into their schooling. The article recommends the government ensure that children from poor, blended and at-risk families receive mental health and financial support to continue attending school. Street-involved and at-risk children require comprehensive schooling support, family strengthening and protection from abuse to ensure their well-being and safety.

Advancing gender parity in educational leadership

Phaustini B. Bayo — 2024-03-24

This study had two objectives: firstly, it examined the factors contributing to women's underrepresentation in senior leadership positions in selected secondary schools in Shinyanga Municipality. Secondly, it explores strategies to ensure gender parity in schools’ leadership positions. While previous studies have investigated factors contributing to women’s underrepresentation, there is still little information on strategies to ensure gender equality in schools’ leadership positions. To ensure equality in school leadership positions, it is significant to determine factors contributing to women’s underrepresentation and to identify strategies to promote gender equality. To attain the study objectives, data were collected through questionnaires and semi-structured interviews. A total of 137 respondents participated in filling in the questionnaires, while 6 participants were involved in the semi-structured interviews. The quantitative part of the data was analysed using a logistic regression model, while the qualitative data underwent analysis using thematic methods. The findings revealed several factors impeding women from accessing leadership positions. These were: lack of confidence, low educational qualification, work-life interface, lack of mentorship, inaccessibility to leadership opportunities, women’s disengagement in decision-making, societal expectations, inflexible work plans, unsupportive networks, and individual unwillingness. The findings also revealed several strategies to ensure gender equality in school leadership positions such as adequate implementation of policy advocating for fair appointment, training on leadership skills, formation of platforms and forums for women’s participation in educational leadership, and shaping societal views and expectations. This study recommends the formation of concrete policies that will guide the relevant educational authority in appointing teachers into managerial positions in secondary schools. The presence of such policies will help to minimise the gender gap in school management.

Examining the influence of gender-responsive pedagogies on students’ academic performance in secondary schools in Tanzania

Thabiti H. Thabiti — 2024-03-24

The relationship between gender-responsive pedagogy and student learning is seldom investigated. This study, therefore, examined the influence of gender-responsive pedagogies on students’ academic performance in Tanzanian secondary schools. The study employed a mixed methods research approach to gain an in-depth understanding of the phenomena under investigation. A total of 249 participants engaged in surveys and interviews. The reliability of the instruments was assessed by using Cronbach’s Alpha. Descriptive statistics and multiple linear regression models were used in analysing quantitative data. The findings revealed that most secondary school teachers possessed an understanding of gender-responsive pedagogies, particularly in adopting gender-sensitive language and considering the distinct needs of both male and female students in their teaching practices. Several practices significantly and positively influence students’ academic performance. These include teaching reinforcement (β=0.176, P=0.001), giving sufficient time for shy students to answer questions (β=0.163, P=0.001), encouraging mixed-gender groups (β=0.036, P=0.205), and providing equal opportunities for students to be group leaders (β=0.084, P=0.001). The study recommends that awareness creation through pre-service and in-service teacher education would facilitate teachers to become more proficient in using gender-responsive pedagogies.