Shaping equity in the classroom: Investigating gender sensitivity in classroom interaction in Tanzanian secondary schools

This study investigated teachers’ gender responsiveness in classroom interaction dynamics as a means to promote equitable student participation in the learning process. The research utilised a case study design within a qualitative research framework. A purposive stratified sampling method was employed to select 27 secondary school teachers. Data were collected through classroom observations and interviews and analysed through thematic data analysis techniques to generate themes that address the research questions. The results indicated varying levels of gender sensitivity in interaction patterns among secondary school teachers. The varying gender sensitivity was influenced by factors such as knowledge level and personal background. Additionally, cultural factors and teachers’ attitudes towards one sex were observed to be major barriers to effective gender-conscious classroom interaction, as some teachers intentionally favour one gender. The study suggests incorporating gender-responsive content in pre- and in-service teacher education programmes to help teachers create an inclusive learning environment for all students.