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SECONDARY SCHOOL TEACHERS’ BELIEFS, VALUE SYSTEMS AND PRACTICES REGARDING THE TEACHING OF COMPREHENSIVE SEXUALITY EDUCATION IN LIFE SKILLS EDUCATION

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datacite.subject.fosSocial sciences::Educational sciences
dc.contributor.authorBanda, Michael Albert Chapanga Chigoli
dc.date.accessioned2025-04-25T07:54:42Z
dc.date.available2025-04-25T07:54:42Z
dc.date.issued2025-04-01
dc.descriptionSubmitted to the School of Education in partial fulfillment of the requirement of the Master of Education (Educational Psychology)
dc.description.abstractThe study explored secondary school teachers' beliefs, values, and practices in teaching Comprehensive Sexuality Education (CSE) within Life Skills Education, to understand how they navigate this sensitive area. The central question was: "What are the secondary school teachers' beliefs, value systems and practices regarding the teaching of CSE in Life Skills Education?" A qualitative phenomenological design captured teachers' perspectives through questionnaires and semi-structured interviews with fourteen purposefully selected participants from eight secondary schools in Dowa District. The study had six key findings. Firstly, teachers held positive attitudes towards CSE, though their views on its importance varied. Secondly, teachers’ beliefs and values influenced the teaching of CSE. Thirdly, pedagogical approaches differed, with some using traditional lecturing and others favouring learner-centred discussions. Fourthly, challenges included student shyness, teachers' negative perceptions, inadequate materials, curriculum age-inappropriateness, and linguistic/cultural barriers. Fifthly, handling sensitive questions varied, with some teachers responding publicly, others privately, and some needing more time to research before providing feedback. Lastly, none of the Life Skills teachers held a tertiary qualification in the subject, including CSE. The study recommends offering tertiary-level training and regular Continuous Professional Development to enhance teachers' CSE knowledge, skills, and instructional methods for successful curriculum implementation. Future research could explore students' and parents' perceptions of CSE in schools as this study only involved secondary school teachers.
dc.identifier.urihttps://dspace.unima.ac.mw/handle/123456789/861
dc.language.isoen
dc.schoolscentersoptionsb0f5f6f8-db8f-4964-9f11-a4d5b2c6d1d6
dc.subjectSecondary school
dc.subjectTeachers' beliefs
dc.subjectValue systems and practices
dc.subjectTeaching
dc.subjectComprehensive sexuality education
dc.subjectLife skills education
dc.subjectContinuous Professional Development
dc.subjectInstructional methods
dc.subjectcurriculum implementation.
dc.subjectTeachers' negative perceptions
dc.subjectLearner-centred discussions.
dc.supervisorec30226b-04b2-4f50-944f-895623d2fc72
dc.titleSECONDARY SCHOOL TEACHERS’ BELIEFS, VALUE SYSTEMS AND PRACTICES REGARDING THE TEACHING OF COMPREHENSIVE SEXUALITY EDUCATION IN LIFE SKILLS EDUCATION
dc.typetext::thesis::master thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversity of Malawi

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