Abstract
The study assessed the influences of science teachers’ sex and teaching experiences on their gender-responsive pedagogy (GRP) practices of general secondary schools of North Wollo Zone, Ethiopia. It used a case study design and considered science department heads and school principals, and students as data sources comprehensively and purposively, respectively. The researchers collected data via interview and focus group discussion (FGD) and analyzed them thematically. According to the findings, teachers’ sex and teaching experiences did not affect their GRP practicing status. So, it is vital to engage teachers in gender-sensitive teaching that both address students’ different learning styles and preferences.
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