The influence of teachers’ gender on the attitudes and engagement of female students in science education in secondary schools in Lira City, Northern Uganda

Abstract

The persistent underrepresentation of female students in science subjects in secondary schools undermines National Development Plan (NDP) II, which prioritizes education and gender equality and continues to pose a substantial challenge to Uganda's education system perpetuating gender disparities and limiting opportunities for girls to pursue science, (UNESCO, 2019). Females accounted for only 30% of enrolment in biological and physical sciences especially biology, chemistry, mathematics, and physics (UNEB2020), which is attributed to the gender imbalance among teachers in secondary schools. Female students often face stereotypes and biases that portray science as a male domain, which in turn leads to low self-efficacy and interest in pursuing careers in science. However, the presence of female role models has shown to positively change attitudes of students, and improve academic performance. The study was conducted in two secondary schools in Lira city. This involved sixty-three students drawn from senior two, three, and five doing biological and physical science in the Ordinary or Advanced Level of Education. The study tools used to collect data were questionnaires and semi-structured interview guides, the collected data was then analyzed using Excel and SPSS, and results were presented using charts and graphs along with their interpretation. The research findings illustrated the positive impact of female science teachers on female students, resulting in heightened engagement and motivation in scientific endeavors. Additionally, male teachers were observed to have fostered confidence in female students concerning their scientific capabilities. In conclusion, the presence of diverse role models in science education was paramount for the cultivation of inclusive and effective learning environments.