Abstract:
The underrepresentation of women in positions of leadership in secondary schools is
common in many developing countries, raising issues of equity and social justice. Studies on
gender and leadership have revealed that a number of barriers exist for women seeking
positions of educational leadership. This includes social-cultural factors, organisation
factors and the expectations of the society.
This study focused much on understanding the various modes of perceptions various
stakeholders have on female leadership capabilities. In particular, it explored the factors
contributing to low numbers of women in administration positions in schools within South
West Education Division (SWED). The study further sought the strategies to enhance the
participation of women in leadership roles.
Data was collected using interview guide, a tool mostly used in conducting a qualitative
study. There was no determined sample size as the saturation point was arrived at in various
stages. The study also benefited from numerous secondary sources. Data collected was
analysed using content analysis approach where it was categorized and interpreted. It is
considered in a view of the teachers that women with appropriate qualifications can perform
or discharge their duties well given proper working environment. The teachers demonstrated
that female administrators are good at completing tasks on time, are transparent and able to
resolve conflicts amicably hence making them capable for the management positions. The
teachers further discovered that the participation of women in school leadership positions
could be enhanced by means of effective mentoring, positive role-models and programmes
for the preparation for leadership positions.
