Teachers as Change Agents? Assessing Teachers' Perceptions of and Responses to Sexual Gender-Based Violence in Schools in Burkina Faso

The purpose of this study was to assess teachers' knowledge and reporting practices in response to sexual gender-based violence in schools. To learn more about the role teachers can play in responding to gender-based violence, this study examines teachers' perceptions of gender-based violence and their actions around reporting incidences of the violence. The study asked, "What are teachers' perceptions of gender-based violence and how, if at all, do teachers' address the violence as change agents?" This exploratory study used descriptive statistics, independent t-tests, and correlations to analyze 129 self-administered survey instruments that measure secondary teachers' knowledge, attitudes, and responses to gender-based violence in schools. Overall, teachers perceived that they can be change agents but lack the knowledge, protection, and training to successful play such as role. Respondents reported that they are unable to report sexual gender-based violence largely because it is unsafe to do so and because of the pressures of teacher solidarity.