Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Ojok Patrick

Department

Institute for Educational Development, East Africa

Abstract

This study examined the implementation of Gender Responsive Pedagogy (GRP) by course participants of the Diploma in Education Leadership and Management (DELM) programme. DELM aims to equip educators with skills to mainstream gender knowledge in schools. The study assessed participants' preparedness to apply GRP in teaching and leadership. Factors influencing adoption and the extent of GRP integration in pedagogical strategies were explored. A qualitative approach using interviews, focus groups, observations and document analysis was employed. Sixteen course participants and six facilitators were selected through purposive sampling. The study was conducted in primary schools in Kilifi and Mombasa counties, Kenya. Findings showed DELM sufficiently prepares participants to understand GRP concepts. However, limited implementation was observed in schools. Intrinsic motivation, gender inequity, resources and leadership support impacted adoption. Challenges included gender stereotypes, cultural norms, resource constraints and community resistance. Strategies to address challenges through equitable resource distribution and teacher training were discussed. While leadership played a role, more support from heads was needed to influence teachers' practices. Some examples of positive impact on inclusive cultures and equitable student councils were observed. However, classroom practices rarely reflected GRP principles. The study provided insights into GRP implementation dynamics and creating gender-inclusive learning environments. It was recommended that teacher training emphasize application and leadership foster supportive cultures through policy and advocacy efforts. Community engagement was also important to address socio-cultural barriers hindering GRP adoption.

First Page

1

Last Page

108

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