Abstract

This study investigated gender-based differences in teachers’ perceptions of learner-centred pedagogical strategies in basic schools in Hohoe, Ghana. Five pedagogical approaches, constructivist, collaborative, inquiry-based, integrative, and reflective, formed the analytical focus. Guided by a positivist paradigm, the study employed a descriptive survey design and collected data from 364 teachers across 28 basic schools through a structured five-point Likert scale questionnaire. A one-way multivariate analysis of variance (MANOVA) was conducted to examine differences across gender. The results indicate no significant gender differences for constructivist, collaborative, inquiry-based, and integrative pedagogies. However, female teachers demonstrated significantly more positive perceptions of reflective pedagogy compared to their male counterparts, suggesting greater alignment of female teachers with self-evaluative and introspective teaching practices. The study highlights the need for professional learning programmes that encourage male teachers to engage more deeply with reflective teaching techniques. Strengthening reflective practice across gender groups may enhance the overall implementation of learner-centred teaching in Ghanaian basic schools.

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