The Role of Teachers in Sustaining Prevention of Sexual Violence in Schools

Getrude Alphonce & Milka Otieno
St John’s University of Tanzania
Email: alphoncegettude@gmail.com

Abstract: This study examined the role of teachers in sustaining school-based strategies for preventing sexual violence in secondary schools in Mpwapwa District, Tanzania. Guided by Participatory Decision-Making Theory, Social Learning Theory, and Empowerment Theory, it explored teachers’ involvement in awareness-raising, supervision, enforcement of disciplinary measures, safe reporting, and provision of confidential support. A concurrent mixed-methods design was used, combining quantitative data from 100 students and qualitative insights from 28 teachers and parents. Data were analyzed using descriptive statistics, regression, and thematic analysis. Findings indicated that teachers significantly influence prevention, with students recognizing active education and supervision, and regression analysis showing teachers’ role as the strongest predictor of prevention effectiveness (β = 0.38, p < 0.001). However, inconsistencies in reporting procedures, disciplinary enforcement, and support confidentiality were noted. The study concluded that teacher engagement, alongside participatory decision-making with students and parents, is crucial. Recommendations include teacher training, clear reporting protocols, strengthened support services, and ongoing stakeholder collaboration.