Implementation of gender-responsive pedagogy in the era of male dominance: Experiences from secondary schools in the West Nile Region, Uganda
| dc.contributor.author | Omara, Polycarp | |
| dc.date.accessioned | 2026-05-26T06:34:32Z | |
| dc.date.available | 2026-05-26T06:34:32Z | |
| dc.date.issued | 2026-04-20 | |
| dc.description | This study supports the United Nations goals for quality education (SDG 4) and gender equality (SDG 5) by encouraging inclusive learning through Gender-Responsive Pedagogy (GRP). The results show that GRP helps girls take part more actively, build confidence, develop leadership skills, and improve academically, while also narrowing gender gaps in education. The study also supports SDG 10 (Reduced Inequalities) by addressing the social and cultural challenges faced by female students. In line with Uganda’s NDP IV, this research helps build human capital, supports teacher development, promotes gender inclusion, improves education quality, and encourages social change for fair national growth. | |
| dc.description.abstract | Persistent gender inequalities in classroom participation and learning outcomes continue to undermine the realisation of equitable education in many sub-Saharan African contexts. Gender-Responsive Pedagogy (GRP) has been advanced as a transformative approach for addressing these disparities; however, evidence on its practical implementation in deeply patriarchal settings remains limited. This study examined the implementation and effects of GRP in secondary schools in the West Nile region of Uganda, a context characterised by entrenched socio-cultural norms that privilege male dominance in education and leadership. Adopting a convergent mixed-methods design, the study drew on data from 162 participants, including head teachers, teachers, and students, using surveys, semi-structured interviews, focus group discussions, and classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were thematically analysed and integrated to provide a comprehensive understanding of classroom realities. The findings reveal that GRP implementation is moderate and uneven, with teachers demonstrating greater adoption of gender-sensitive language than of structured pedagogical strategies such as inclusive participation techniques and targeted support for girls. Major constraints include cultural resistance, limited teacher preparedness, and weak institutional enforcement of gender policies. Notwithstanding these challenges, the study provides compelling evidence that GRP enhances female students’ participation, confidence, leadership engagement, and academic performance when applied consistently. The study contributes to the growing body of knowledge on inclusive pedagogy by highlighting the gap between policy intent and classroom practice in patriarchal contexts. It argues for a systemic and context-responsive approach that integrates sustained teacher professional development, strengthened accountability mechanisms, and community-level transformation of gender norms. These findings have significant implications for education policy, teacher education, and gender equality initiatives in similar contexts. | |
| dc.identifier.citation | Omara, P, & Aparo, J. (2026). Implementation of gender-responsive pedagogy in the era of male dominance: Experiences from secondary schools in the West Nile Region, Uganda. East African Journal of Education Studies, 9(2), 199-213. https://doi.org/10.37284/eajes.9.2.4841 | |
| dc.identifier.issn | 2707-3947 | |
| dc.identifier.uri | https://dir.muni.ac.ug/handle/20.500.12260/985 | |
| dc.language.iso | en | |
| dc.publisher | East African Nature and Science Organization | |
| dc.subject | Gender-responsive pedagogy | |
| dc.subject | Gender equality | |
| dc.subject | Inclusive education. | |
| dc.title | Implementation of gender-responsive pedagogy in the era of male dominance: Experiences from secondary schools in the West Nile Region, Uganda | |
| dc.type | Article |