Abstract

Gender-based violence (GBV) in schools is a pressing issue that can have profound negative effects on learners, particularly at the primary school level. This study explores the understanding of gender-based violence among teachers in primary schools in the Limbe Subdivision, Cameroon, and examines how this understanding influences their ability to address and prevent GBV within the school environment. The research aims to assess the extent to which teachers are aware of the different forms of GBV, their attitudes towards gender-based violence, and the measures they take to combat it.

The study employs a qualitative research design, using semi-structured interviews and focus group discussions with primary school teachers from selected schools in Limbe Subdivision. Data were collected to evaluate teachers’ awareness of GBV concepts, such as physical, emotional, sexual, and psychological violence, as well as their understanding of gender discrimination and harmful traditional practices. The research also investigates the training and support provided to teachers for addressing GBV and whether they possess the necessary skills and resources to protect vulnerable learners.

Findings from the study reveal a significant gap in teachers’ understanding of gender-based violence. While most teachers are familiar with overt forms of violence, such as physical and sexual abuse, many lack awareness of more subtle forms of GBV, including emotional and psychological abuse, gender stereotyping, and institutional discrimination. Furthermore, teachers often attribute GBV to cultural norms and socio-economic conditions, which affects their perception of its seriousness and their response to incidents. Some teachers also expressed confusion about their role in addressing GBV, as they believe such issues should be handled by parents or law enforcement.

The study highlights that while some schools have policies in place to address violence, many teachers feel inadequately prepared to identify and intervene in cases of gender-based violence. Limited training on GBV prevention and insufficient support from school administration were identified as key barriers to effective action. Additionally, the study found that male and female teachers often have different perspectives on GBV, with female teachers generally showing more empathy and awareness regarding the issue.

In conclusion, this research underscores the need for comprehensive training and sensitization programs for teachers on gender-based violence in primary schools in Limbe. Ensuring that teachers are well-informed about the full spectrum of GBV and equipped with practical tools to combat it is crucial for creating a safe and supportive learning environment. Addressing the gaps in teachers’ understanding of GBV and improving institutional support can significantly contribute to the prevention of violence and the protection of vulnerable students.

Keywords: Gender-based violence, teachers’ understanding, primary schools, Limbe, Cameroon, violence prevention, school safety, teacher training.