General secondary school science teachers’ gender responsive pedagogy practices in North Wollo zone

Pages: 1-8
Mollaw Abraha (Education and Behavioral Sciences, Woldia University, Ethiopia, East Africa)
Amera Seifu and Asrat Dagnew (Education and Behavioral Sciences, Bahir Dar University, Bahir Dar, Ethiopia, East Africa)

This paper examined the current status of general secondary school (GSS) science teachers’ gender-responsive
pedagogy (GRP) practices. It also assessed the GRP practicing status of the teachers with the function of their sex and teaching experience. To realize this, a convergent parallel mixed-methods design (cross-sectional survey & case study) was employed. The required data were gathered from teachers, department heads, school principals, and students via questionnaire, interview, and focus group discussion (FGD). Data analysis techniques such as one sample and independent t-tests, and one way ANOVA were used to analyze the quantitative data. The qualitative data also narrated thematically by taking into account the issues raised in the research questions. By so doing, the findings revealed that science teachers were competent in their classroom organization and interaction, and in tackling sexual harassment. On the contrary, they were ineffective to have gender-fair lesson plans, teaching materials, and they also were weak to treat sexual maturation. In another way, teachers’ characteristics such as sex, and teaching experience did not affect their GRP practices.