International Journal of Human Research and Social Science Studies

This research examines how patriarchy, domestic violence, and early marriage affect female teachers and young girls in rural Zimbabwe. Both groups face similar challenges, including violence and restrictive gender roles, which hinder female teachers’ instructional performance. Early marriage, common in rural communities, disrupts girls’ school attendance and academic achievement. The study used purposive sampling in two rural secondary schools in the Nemakonde District (Hilltop Community), Zimbabwe. Qualitative data were collected through questionnaires and interviews, analysed thematically, and supported by verbatim quotations. Findings show that oppressive marriages negatively impact female teachers’ instructional duties. Respondents recommend premarital counselling and in-service mental health support for teachers. The high rate of early marriage calls for immediate, coordinated intervention from key stakeholders, including educators, parents, school inspectors, and law enforcement.

Curriculum implementation, early marriages, equity, girl-child, inclusivity, mental health, patriarchy

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