Supporting Teachers toward Preparation and Use of Gender-Responsive Teaching and Learning Materials: The Influence of School Leadership and Management in Pre and Primary Education in Lindi Region.

Abstract

This study sought to investigate the role of school leadership and management in supporting teachers towards preparation and use of gender-responsive teaching and learning materials in pre and primary schools. The study was conducted in four districts of Lindi region Tanzania in which the study population was 24,700 education stakeholders. A sample size of 1059 respondents including 344 teachers, 49 head teachers, 196 school committee members, 392 pupils, 24 District School Quality Assurance Officers, 49 Ward Education officers, and 4 District Pre and Primary Education Officers was selected for the study through purposive, simple random and quota sampling techniques. The study employed a convergent research design within the framework of a mixed research approach in which data were collected by using questionnaire, interview, focus group discussions, observations and documentary review methods. The findings revealed that, school leadership and management plays a significant role in supporting teachers toward preparation of gender-responsive schemes of work and lesson plans; significantly supports teachers in preparing gender-responsive teaching and learning aids; and significantly supports teachers towards preparation of gender-responsive lesson notes. Based on the findings, the study recommends for an adoption of a more structured approach to integrating gender-responsive pedagogical practices in teaching and learning; making gender-responsive material preparation a mandatory component of teacher training and supervision frameworks; ensure ongoing professional development for teachers, ensure sufficient instructional resources and clear guidelines on implementing gender-responsive teaching.