Teachers’ responsiveness to gender equality and social inclusion principles of the common core curriculum in Agona West Municipality

Abstract

This qualitative study explored teachers’ responsiveness to Gender Equality and Social Inclusion (GESI) principles within Ghana’s Common Core Curriculum (CCC) in Junior High Schools. Employing an interpretivist paradigm and phenomenological design, the research was conducted in the Agona Swedru Municipality, involving 30 participants (teachers and students) selected through purposive sampling (Criterion). Data were collected via focus group discussions, interviews, and observations and analysed using thematic analysis. Findings revealed that teachers’ religious beliefs and personal values significantly influenced their engagement with GESI principles, leading to varied classroom practices. While some teachers promoted inclusivity through gender-neutral language and mixed-gender activities, others unintentionally perpetuated biases, such as favouring boys in mathematics class or marginalizing students with disabilities. The study also identified discriminatory practices, including body shaming and insensitive language, which contradicted GESI principles. The research highlights the need for professional development programmes to address unconscious biases and equip teachers with inclusive strategies. Recommendations include involving religious leaders in GESI policy development to ensure cultural sensitivity and collaboration with educational institutions to foster inclusive environments. The findings contribute to understanding the challenges and opportunities in implementing GESI principles within Ghana’s CCC, highlighting the importance of teacher attitudes and systemic support in achieving equitable education.