2024 IJRSE – Volume 13 Issue 6
Available Online: 1 August 2024
Author/s:
Laurencio, Deus Lweyemamu*
School of Education-Sokoine University of Agriculture, Morogoro, Tanzania (laudeu30@gmail.com)
Gervas, Imelda
Sokoine University of Agriculture, Morogoro, Tanzania (siwekili@yahoo.com)
Nyinondi, Onesmo S.
Sokoine University of Agriculture, Morogoro, Tanzania (onesmoni@gmail.com)
Abstract:
This 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.
Keywords: perception, adolescent, mother-student, secondary school, school center
DOI: https://doi.org/10.5861/ijrse.2024.24073
Cite this article:
Laurencio, D. L., Gervas, I., & Nyinondi, O. S. (2024). Understanding teachers’ and students’ perceptions on the re-entry of teen mother-students in public secondary schools of Dodoma City. International Journal of Research Studies in Education, 13(6), 145-157. https://doi.org/10.5861/ijrse.2024.24073
* Corresponding Author