A phenomenological investigation on strategies used in addressing gender-based violence in public secondary schools in Vihiga County, Kenya

Abstract

In Kenya, gender-based violence (GBV) is still a phenomenon that is prevalent in secondary schools and has considerably adverse effects on the health, educational attainment, and emotional states of students. This phenomenological study examines the approaches that teachers in Vihiga County, in the public sector of secondary schools, use to address and mitigate GBV. The research was conducted in a qualitative methodology using the semi-structured interview as the type of data collection. the target population consisted of teachers from secondary schools in Vihiga County, Kenya.. The study employed a purposive sampling method to identify participants; therefore, only those teachers directly involved in handling GBV and teaching subjects that enable them to address moral education were considered. Twelve guidance and counseling teachers were interviewed, who responded based on their life experiences and moral judgments within their school settings upon facing GBV. The thematic analysis of the data collected from the interviews was performed using the 6-step activity described by Braun and Clarke. The results indicate that the intervention on GV requires not only the incorporation of moral education into the curriculum but also the training of teachers and institutional support. In addition, the study highlights the importance of culturally affirmative, rights-based educational practices that foster open communication and enable students and educators to question injustices based on gender. The moral role-modelling functions of teachers were identified as playing a crucial role in shaping student practices and the conceptualization of GBV. However, study notes that none of these may be effective without increased institutional support, which implies clear policies, training, and community involvement. The study recommends adopting a more nuanced approach in the form of a comprehensive moral education strategy, supported by institutional policies and teacher education. This is aimed at introducing a learning culture where GBV may be dealt with proactively and students empowered to be part of a culture of gender equality.