An analysis of interrole conflict of rural secondary school female learners in Ward 11, Rushinga District, Zimbabwe

Abstract

This qualitative study aims to analyze the interrole conflict experienced by rural secondary school learners in Ward 22, Rushinga District, Zimbabwe. The research employs qualitative data collection methods. Qualitative data was collected through in-depth interviews and focus group discussions with selected participants, providing a deeper understanding of the learners' experiences and perspectives, particularly those of female learners. The study found that female rural learners in Ward 22 experienced a higher degree of interrole conflict compared to their male counterparts, which had a significant negative impact on their educational outcomes. Based on the findings, the study recommends that the Ministry of Primary and Secondary Education, in collaboration with relevant Non-Governmental Organizations, should implement targeted interventions to address the specific challenges faced by female rural learners, such as providing additional academic support, counseling services, and gender-sensitive policies to promote their educational success.