Secondary school teachers’ attitude towards gender responsive pedagogy in Tanzania

This study investigated the attitudes of secondary school teachers in Tanzania towards integrating gender-responsive pedagogy (GRP) using a small-scale survey design. Questionnaires were used to collect data from 146 teachers, who were randomly selected and stratified by subject specialisation. Descriptive statistics (frequency, percentage, mean scores, and standard deviation) and inferential statistics ( t -test and ANOVA) were conducted. The results showed that teachers generally had positive attitudes towards GRP. However, no significant differences were found based on age, gender, education level, or exposure to gender-related content during pre-service teacher training. Significant differences were observed based on teaching experience and participation in gender-related in-service training. The study concludes that while teachers generally have positive attitudes towards GRP, professional experience and ongoing training could significantly influence their attitudes. It recommends continuous in-service gender-sensitivity training to enhance teachers' capacity for gender-responsive instructional practices.