ADMINISTRATIVE SUPPORT SYSTEMS ON GENDER RESPONSIVE PEDAGOGY IN PUBLIC SECONDARY SCHOOLS IN MERU DISTRICT COUNCIL, ARUSHA-TANZANIA

This study examined the administrative support systems in promoting gender responsive pedagogy in public secondary schools in Meru District Council. The study utilized transformational leadership theory. The study used qualitative research approach and a case study design with a sample size of 34 (16 school administrators and 16 teachers) from a target population of 1,241 teachers via purposive and stratified sampling. The researcher used questionnaire, interview, and document analysis as tools for data collection. The researcher analysed quantitative data descriptively and qualitative data were analysed thematically. The study revealed that there were various support systems adopted by the school administrators to enhance gender responsive pedagogy such as resource allocation, capacity building and stakeholder involvement in Meru District Council regardless of the challenges encountered. The study concludes that school administrators play a vital role in promoting gender responsive pedagogy as they are responsible to supervise the overall activities and performance in a school. The study recommends that there should be continuous capacity building to the school administrators on gender responsive pedagogy so they can properly concentrate on equality in provision of education to ensure both boys and girls achieve their goals and enjoy their right to education as emphasized in SDG4.