Effect of Gender Roles on Boy-Child Retention in Public Primary Schools in Nzega District, Tanzania

Benisia Jackson Luhuha
University of Eastern Africa, Baraton, Kenya
Email: benisialuhuha@gmail.com

Abstract: This study examined the effect of gender roles on boy-child retention in public primary schools in Nzega District Council, Tanzania. The problem addressed was the high dropout rate among boys, which remains under explored compared to girl-child education. The study aimed to investigate how societal and household gender roles affect boys’ school retention. A mixed-methods approach using a descriptive survey design was employed. The population included teachers, pupils, and Ward Education Officers, with a sample of 94 teachers, 221 pupils selected through stratified and simple random sampling, and four WEOs selected purposively. Data were collected through questionnaires, interviews, and document reviews. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data were analyzed thematically. The findings revealed that while boys often receive preferential treatment at home, such as inheritance and assumed self-reliance, these factors contribute to early labour, poor supervision, and reduced school attendance. Regression results showed a significant negative relationship between gender roles and retention, with a standardized beta of -0.379. The study concludes that traditional gender expectations hinder boys’ educational progress. It recommends that the Ministry of Education and Culture develop gender-sensitive policies, strengthen parental and community engagement, promote flexible learning options, and provide targeted support to improve the retention of boys in school.