A gender analysis of academic parents' roles towards female and male students' participation in secondary school education in Arua District

Abstract

The study aimed at examining the roles of senior women/ men teachers’ support to female and male students to participate in secondary school activities in Arua district, Uganda. The study employed a case study design and adopted a mixed methods approach involving the quantitative and qualitative research methods. The sample size comprised of 191 respondents, 118 for the questionnaire survey, 33 Key Informant Interviews, and 40 Individual interviews. A questionnaire with close-ended questions was the main instrument of data collection. The study findings reveal that the most important activity of senior teachers in their positions and offices in schools especially secondary schools is to ensure that all students understand their roles in school. The effectiveness of the activities of senior teachers in promoting girls’ and boys’ participation in education was so much felt by their usefulness in minimizing negative consequences of high risks when faced with temptations and challenges. In addition, it was found that self-motivation and hardworking among male and female students instilled by their senior women\men teachers make them feel good. Based on the above findings, it is recommended that the Ministry of Education and Sports should strengthen the position of senior teachers in secondary schools because their guidance helps to boost student’s persistence towards completion of their studies. While Secondary School Management should create a motivating environment for senior men and women teachers, the senior teachers should position themselves as parents in schools to ably conduct counselling, guidance and advisory roles to students. For parents, they should inform the senior teachers about the problems experienced by their children and support them.