Empowering teachers to reinforce gender balance among learners in the foundation phase

Abstract

Despite progressive educational policies in South Africa, gender inequality continues to manifest in subtle ways within classroom practices, particularly in the Foundation Phase. This study aimed to explore how teachers can be empowered to promote gender balance and challenge traditional gender roles among learners. Grounded in Albert Bandura’s Social Learning Theory, the study adopted a qualitative Participatory Action Research (PAR) design within an interpretivist paradigm. A purposive sample of eight Grade 3 teachers from eight public primary schools in the Mudaswali Circuit participated in the study. Data were generated through semi-structured focus group interviews, classroom observations, and reflective journals. The data were analysed thematically using an inductive approach. The findings revealed that teachers often unintentionally reinforced gender stereotypes through classroom interactions, pedagogical practices, and the use of learning materials. However, engagement in participatory and reflective processes enhanced teachers’ awareness of gender bias and supported the development of more gender-responsive teaching practices. The study further found that structured professional development and ongoing support are essential for sustaining changes in classroom practice. This study contributes to the field by demonstrating the value of Participatory Action Research as a transformative approach to teacher empowerment. It provides practical insights into how gender-responsive pedagogy can be promoted in early childhood education, particularly in resource-constrained contexts.