School Inspectors’ Support towards Positive Adolescent Sexuality Development (A Case of Malawi)
- February 23, 2019
- Posted by: RSIS
- Category: Education
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue II, February 2019 | ISSN 2454–6186
School Inspectors’ Support towards Positive Adolescent Sexuality Development (A Case of Malawi)
Caroline Chiphinga-Mwale
Master of Education Alumni, The University of Queensland, School of Education; Principal Inspector of Schools, Ministry of Education Science and Technology, Malawi
Abstract:-The study used convergent mixed methods design with conveniently sampled school inspectors to analyse their contribution towards positive adolescent sexuality development. A total of 8 inspectors (5 females and 3 males) provided information from the researcher’s workplace. Respondents demonstrated that school inspectors in Malawi offer limited support towards positive adolescent sexuality development due to inspectors’ personal stance on adolescent sexuality development, inadequate continuous professional development, regular routines, real life obligations and dominant circumstances.
Key words: Convergent mixed methods design, Positive adolescent sexuality development, School inspector
I. INTRODUCTION
The mixed methods investigation addresses school inspectors’ contribution towards positive adolescent sexuality development. A convergent mixed methods design is employed, where both quantitative and qualitative data are gathered at the same time, scrutinised and combined [19]. Closed-ended questions and open-ended questions are used to discuss factors that influence inspectors’ viewpoints and examine their perceptions about adolescent sexuality development. The combination of the two datasets facilitates pattern probing [40] and advance rich insights [2].
Despite enormous literature regarding adolescent sexuality development in Malawi, little is acknowledged about school inspectors’ engagement in adolescent sexuality development interventions. This lack of recognition contributes to poor service delivery [4], thereby promoting continuous risky health effects coupled with untimely and hazardous sexual endeavours [55]. Premature and unsafe sex results into untimely and unwelcome pregnancies, school dropout which further causes poor educational and employment achievement [14]. Sexual relationships induced school dropout is a result of engagement in elicit contending obligations [28]. Also, unsafe sex leads to sexually transmitted infections, such as HIV prevalence among the youth [15].
