Abstract

The purpose of this study is to assess the implementation of gender-responsive initiatives in Ethiopian primary schools from the perspective of the invitational education model. To guide the data analysis, we used a sequential explanatory design. An Amharic-translated Chinese invitational school survey was used to collect data from 359 primary school students using a random sample technique. As key informants, six members of school leadership bodies who were purposefully selected were interviewed. The survey’s Cronbach’s alpha reliability was .956, which is acceptable. The study’s findings revealed that the schools’ overall invitational quality performance in all studied woredasis on a par with the national average, which has a negative impact on students’ academic achievement, especially for girls. Lack of a legal framework and improper utilization of the local case management system are two main obstacles to implementing gender-responsive initiatives. Reconsideration of legal frameworks, development of targeted strategies for crisis areas, and collaboration are recommended as approaches to ameliorate these issues. Based on the findings, policy implications are also presented.