Gender Equality in Teaching and Learning in Secondary Schools in Temeke District, Tanzania
Bibliographic record
Abstract
Gender equality in teaching and learning ensures participation of girls and boys in the classroom. However, pedagogical issues and social cultural norms continue to impede the implementation of gender equality in teaching and learning in schools. This study examined adherence to gender equality in teaching and learning in secondary schools in Temeke District. Data were collected from 288 participants selected through random and purposive sampling. The study used both quantitative and qualitative approaches. In depth interview, questionnaire survey and non-participant observation methods were used to collect primary data, and documentary review was used to collect secondary data. Likert scale was used to measure gender equality adherence. Content analysis was used to analyse qualitative data according to key themes and research objectives. Major findings show that gender equality is adhered to adequately in school practices and in teaching and learning process. Three quarter of the respondents showed that the curriculum addresses gender equality in school practice including teaching and learning in the classroom. This study recommends that the Ministry of Education Science and Technology in collaboration with education stakeholders should continue to emphasize the implementation of a gender equality in teaching and learning practice in schools and to raise awareness on gender equality issues at the community level. Keywords: Gender equality, secondary schools, teaching and learning, Tanzania DOI: 10.7176/JEP/16-7-05 Publication date: July 30th 2025
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".