An Assessment of Teachers’ Perception and Practice of Gender Equality in Education: The Case of Secondary Schools in Ambo Town Administration, Ethiopia
pp. 19-42 | Published Online: December 2017 | DOI: 10.22521/unibulletin.2017.62.2
Shelema Dadi, Girma Defere, Rahel Asefa
With significant importance and effort from the Ethiopian Government and non-governmental organizations to achieve gender equality in education, this study intended to critically assess teachers’ perceptions and the practice of gender equality in education in Ambo Town administration secondary schools. A mixed research approach was selected involving interviews, questionnaires, focus group discussions and document study as the data collection instruments. The data collected was analyzed with both descriptive and inferential statistics. Descriptive statistics measurement such as frequency, percentage, mean and standard deviation were used; whereas in inferential statistics, ANOVAs variance and T-test were employed. The results of the descriptive statistics revealed that most of the teachers’ have a favorable perception of gender equality, but that they lack the skills to practice it. Harmful traditional practices, sexual harassment, sexual abuse and bullying were found to be the main challenges to practicing gender equality; however, the teachers’ lack knowledge and skill to respond to gender-based violence in education. ANOVAs variance revealed that teachers’ demographic characteristics such as teachers’ background and level of education made no significant difference regarding the perception, practice, challenges and teachers’ responses to gender-based violence in schools. However, significant differences were found with age and teaching experience on challenges to practice gender equality in education. Independent T-test found significant differences between male and female teachers with perception practice and teachers’ response to gender-based violence in their school. However, no significant difference was found between the genders with regard to challenges in practicing gender equality in education. On the other hand, no significant differences were revealed with regard to school types on the perception, practice and teachers’ responses to gender-based violence, except on the challenge to practice gender equality in education. Based on these findings, the study recommended that teachers should be trained on gender and sexual reproductive health to avoid bias they may bring to the classroom and on how to identify students who are experiencing problems. For instance, there should be inclusive, active gender clubs, separate toilets, school counselors, procedures for a safe way of reporting victims and perpetrators of abuse, and feminine hygiene products provided in the school.
Keywords: gender, gender equality, gender equality in education, teachers’ perception, practice, challenges, gender-based violence, ambo townReferences
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