Perceptions from teachers in south west education division on women administrative capacities, a study on female secondary school managers

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.