Factors contributing to gender disparities in school leadership style; a case study of Thika district, Kiambu county.
Abstract
The under representation of women in leadership is symptomatic of every known society, and
this is a matter of concern, at least when considering in the context of equal opportunities
discourse and sustainable development. The study on gender and leadership has revealed that a
number of barriers exist for women seeking positions of educational leadership. They include
social-cultural factors, the expectations of the society, as well as women’s perceptions of
themselves and leadership.
This study was concerned with the representation of women in leadership positions in Kenya’s
rural primary schools. In particular, it explored the educational leadership experiences of women
working in schools in the rural areas within Kiambu County.
This study was concerned with the factors contributing to gender disparity in school leadership
and administration in Thika district, Kiambu County. The research determined the proposition
and status of women in decision making posts in schools administration and leadership,
investigate the cause study of low female representation and sought strategies to enhance the
participation of women in leadership roles in school leadership. The data were primarily gathered
by means of destructive survey research design, qualitative methods, semi structured interviews
were conducted and stratified random sampling. The key findings revealed administrative
challenges which included the grievances of the parents, limited resources, and issues with
accountability, time management and the handling of difficult teachers. Personal challenges
included wavering self confidence, problems with trying to balance work and social lives as well
as home work conflicts. The findings revealed the participants’ in adequate preparation for their
leadership roles and society’s initials skepticism on women’s school leadership. The study also
revealed women’s reluctance to take up leadership positions as was evidenced by their reluctance
in applying for the positions. The study found that the participation of women in primary school
leadership positions could be enhanced by means of attractive remuneration, effective mentoring,
positive role models, programs for the preparation for leadership, and the assurance of limited
geographical movement on promotion. The findings also revealed that although the majority of
women teachers in study sample were qualified for promotion to school headship positions,
indeed, a large number of them either had a university degree or were pursuing degree studies
and also had extensive.
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- School of Education [1965]