Understanding teachers' and students' perceptions on the re-entry of teen mother-students in public secondary schools of Dodoma City

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dc.contributor.authorLaurencio, Deus Lweyemamu
dc.contributor.authorGervas, Imelda
dc.contributor.authorNyinondi, Onesmo S.
dc.date.accessioned2024-08-05T07:16:58Z
dc.date.available2024-08-05T07:16:58Z
dc.date.issued2024-06-20
dc.descriptionResearch paper
dc.description.abstractThis research study adopted a Concurrent Triangulation Design based on a mixed approach to investigate the perceptions of teachers and students regarding the re-entry of mother-students into public secondary schools in Dodoma City. The study involved a sample of 489 students and 104 teachers from ordinary secondary schools, eight teachers, and seven mother-students from secondary school centers. Systematic, simple random, purposive, and stratified sampling techniques were used to draw the categorical samples from the population. Data were analyzed using descriptive through counts and frequencies and thematic procedures were adopted for qualitative data analysis. The demographic analysis of school students and teachers revealed that the teaching profession in Dodoma City is predominantly female, which may influence the support provided to teen mother-students upon re-entry. The findings showed different perceptions towards the re-entry of mother-students. However, both teachers and students recognize the importance of providing educational opportunities to these young mothers. Alternatively, concerns regarding stigmatization, financial barriers, and parental attitudes were also identified. To foster a supportive and inclusive learning environment. The study recommended organizing workshops for teachers to sensitize them about the challenges faced by mother-students, developing comprehensive support programs, involving parents in the re-entry process, and providing targeted financial assistance. Addressing these issues can empower teen mother-students to pursue their education and contribute to breaking the cycle of poverty while promoting gender equality. By implementing the proposed recommendations, educational policymakers and stakeholders can create a conducive environment for the successful reintegration of mother students into the formal education system.
dc.identifier.issn2243-7711
dc.identifier.urihttps://www.suaire.sua.ac.tz/handle/123456789/6368
dc.language.isoen
dc.publisherInternational Journal of Research Studies in Education
dc.relation.ispartofseriesInternational Journal of Research Studies in Education 2024 Volume 13 Number 6, 145-157
dc.subjectPerception
dc.subjectAdolescent
dc.subjectMother-student
dc.subjectSecondary school
dc.subjectSchool center
dc.titleUnderstanding teachers' and students' perceptions on the re-entry of teen mother-students in public secondary schools of Dodoma City
dc.typeArticle

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