Effect of Gender Diversity Practices On the Performance of Ecde Teachers in Marsabit County, Kenya

Purpose of Study: This study examined the effect of gender diversity practices on the performance of ECDE teachers in Marsabit County, Kenya. It addressed gaps in evidence from rural and multi-ethnic contexts where patriarchal norms and resource constraints influence implementation of gender-inclusive policies and teacher performance outcomes in the education sector within Kenyan education sector context. Methodology: A descriptive mixed-methods design was used targeting 335 respondents, from whom 182 were sampled using Yamane’s formula and stratified random sampling. Data were collected through questionnaires, interviews, and focus group discussions. Analysis was conducted using SPSS for descriptive and inferential statistics, complemented by thematic analysis of qualitative data in Kenya. Findings: A response rate of 95.1% was achieved. Gender diversity practices recorded a high cumulative mean score of 4.22 (SD = 0.69), indicating strong positive perceptions regarding communication of policies, equitable professional development, fair workload distribution, and collaboration among ECDE teachers. Regression analysis revealed that gender diversity practices significantly and positively predict ECDE teacher performance (β = 0.648, R² = 0.424, p < 0.001). These results suggest that improved gender-inclusive practices enhance teacher motivation, cooperation, and productivity in ECDE institutions within Marsabit County, reflecting the importance of inclusive policy implementation in improving educational workforce outcomes in rural contexts of Kenya setting. Conclusion: The study concluded that gender diversity practices significantly enhance ECDE teacher performance in Marsabit County, Kenya. Effective policy communication, equitable access to training, fair workload distribution, and inclusive leadership were found to strengthen motivation, collaboration, and productivity. Strengthening gender-responsive policies and leadership development is essential for improved educational outcomes in rural contexts