Sexual Harassment of Female Student Teachers in Teacher’s Colleges in Zimbabwe and its Implications on Quality of Teacher Preparation: Myth or Reality?

This study examined the prevalence of sexual harassment in Zimbabwean teacher education institutions and its impact on the quality of teacher preparation. To gather data, questionnaires, focus group discussions and individual interviews with female students were conducted, including open-ended questionnaires were filled by student teachers as participants. In total, forty student teachers took part in the study, five were interviewed, fifteen answered questionnaires, and twenty took part in focus group discussions. The participants were selected purposively due to their stage of teacher training and proximity to the researchers. Data were qualitatively and quantitatively analysed. The study found out that sexual harassment was prevalent in Teachers’ Colleges in Zimbabwe. The major couses revealed were that female students were lazy, male lecturers demanded sex from female students, negative peer influence from other female students, and female students’ desire for a flamboyant life. Participants proposed adoption of legislation governing behaviour of lecturers and students, the introduction and implementation of policies against sexual harassment, and educating students about sexual harassment. The study also advocated establishing reporting processes and holding lecturers and students accountable for their behaviour.