Title: Gender-responsive pedagogy training and its effect on teacher practices in retention-focused programs
Authors: Dr. Twinomujuni Rosebell, Asiimwe Isaac Kazaara, Ahumuza Audrey
Volume: 10
Issue: 7
Pages: 301-310
Publication Date: 2026/07/28
Abstract:
This study examined the effect of gender-responsive pedagogy (GRP) training on teacher classroom practices within retention-focused programs operating in Christian-founded educational institutions in Uganda, and further tested the mediating role of teacher practices and the moderating role of institutional Christian support in this relationship. The study was anchored on a positivist paradigm and adopted a cross-sectional quantitative correlational design. A sample of 250 teachers was drawn through stratified random sampling from Christian-founded primary and secondary schools implementing retention-focused programmes for vulnerable and at-risk learners, particularly girls. Data were collected using a structured, self-administered questionnaire adapted from validated gender-responsive pedagogy and teacher practice scales, and analysed using univariate, bivariate, and structural equation modelling (SEM) techniques in Stata and R. Univariate results indicated that the majority of teachers (48.4%) reported moderate exposure to GRP training, with only 28.4% reporting high exposure. Bivariate analysis revealed statistically significant positive correlations between GRP training and teacher classroom practices (r = .55, p < .001), and between teacher practices and student retention outcomes (r = .52, p < .001). Structural equation modelling confirmed that GRP training had a significant direct effect on teacher classroom practices (? = .52, p < .001), which in turn significantly predicted retention outcomes (? = .47, p < .001). Teacher classroom practices significantly mediated the relationship between GRP training and retention outcomes (indirect effect = .244, p < .001), while institutional Christian support significantly moderated the training-practice pathway (? = .14, p = .019). The hypothesised model demonstrated a good fit to the data (?²/df = 2.34, CFI = .96, TLI = .95, RMSEA = .058, SRMR = .041). The study concluded that gender-responsive pedagogy training is a significant driver of gender-responsive classroom practices, which subsequently enhances learner retention, and that this pathway is reinforced within Christian institutional environments that provide pastoral and mentorship support. The study recommends institutionalising continuous, faith-integrated GRP training, strengthening chaplaincy-linked mentorship structures, and embedding gender-responsive practice indicators into routine school supervision and monitoring systems.