Assessing Teachers’ Perceptions and Practices of Gender Responsive Pedagogy at Kotebe University of Education

Abstract

The objective of this study was to examine teachers’ perceptions and practices of gender-responsive pedagogy (GRP) in the teaching and learning process. In light of this, this study used questionnaires for teachers and students, observations and interviews. The findings of teachers’ quantitative responses indicated that teachers seemed to employ gender responsive pedagogy in all the domains assessed.  However, teachers' responses differed slightly from those of students. The difference in response might be due to social desirability bias, since teachers wish to project themselves in a positive manner. The findings indicated that the socio-cultural and economic conditions had a significant influence in the determination of the educational attainment and participation of females. That is, females’ performance is a function of the socio-cultural environment they live in.