Home / Current Issue / Paper 1706938
Gender Integration Strategy for the In-Service Teacher Mentorship and Support (SITMS) Project in Tanzania, Kenya, and Zambia
Subject area: Arts, Social Sciences and Humanities · Area of research: Psychology
Abstract
This paper examines the gender integration strategy for the In-Service Teacher Mentorship and Support (SITMS) project in Tanzania, Kenya, and Zambia. A comprehensive gender analysis was conducted to assess the current status of gender mainstreaming in the project, identify key challenges and opportunities, and propose strategies for promoting gender equality in teacher professional development. The analysis employed a mixed-methods approach, including review of project documents, surveys, interviews, focus group discussions, and classroom observations. Key findings revealed gender disparities in leadership positions, gender biases in teaching materials and practices, and barriers to women's career advancement such as lack of mentorship, unequal domestic responsibilities, and gender stereotypes. The paper proposes a set of targeted interventions to address these challenges, including setting targets for women's representation in leadership, reviewing curricula for gender responsiveness, providing gender-sensitive training and mentoring, and engaging male teachers as champions of gender equality. It also outlines an implementation plan with a robust monitoring and evaluation framework to track progress on gender outcomes. The paper argues that mainstreaming gender in teacher professional development is critical for achieving the project's goals of improving education quality and equity. It calls on policymakers, education authorities, teacher training institutions, and civil society organizations to prioritize gender equality in their policies, practices, and budgets. By promoting gender equality in teacher professional development, the SITMS project can contribute to the global agenda of leaving no one behind in education.
Keywords
Gender Integration Strategy, In-Service Teacher Mentorship, Support Project
How to cite this paper
@article{1706938,
author = {Christine Julie Nabwire, Julius Maiyo},
title = {Gender Integration Strategy for the In-Service Teacher Mentorship and Support (SITMS) Project in Tanzania, Kenya, and Zambia},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {8},
number = {7},
pages = {365-375},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1706938.pdf},
abstract = {This paper examines the gender integration strategy for the In-Service Teacher Mentorship and Support (SITMS) project in Tanzania, Kenya, and Zambia. A comprehensive gender analysis was conducted to assess the current status of gender mainstreaming in the project, identify key challenges and opportunities, and propose strategies for promoting gender equality in teacher professional development. The analysis employed a mixed-methods approach, including review of project documents, surveys, interviews, focus group discussions, and classroom observations. Key findings revealed gender disparities in leadership positions, gender biases in teaching materials and practices, and barriers to women's career advancement such as lack of mentorship, unequal domestic responsibilities, and gender stereotypes. The paper proposes a set of targeted interventions to address these challenges, including setting targets for women's representation in leadership, reviewing curricula for gender responsiveness, providing gender-sensitive training and mentoring, and engaging male teachers as champions of gender equality. It also outlines an implementation plan with a robust monitoring and evaluation framework to track progress on gender outcomes. The paper argues that mainstreaming gender in teacher professional development is critical for achieving the project's goals of improving education quality and equity. It calls on policymakers, education authorities, teacher training institutions, and civil society organizations to prioritize gender equality in their policies, practices, and budgets. By promoting gender equality in teacher professional development, the SITMS project can contribute to the global agenda of leaving no one behind in education.},
keywords = {Gender Integration Strategy, In-Service Teacher Mentorship, Support Project},
month = {January},
}