Women's Participation in Educational Leadership in Secondary Schools in Addis Ababa City Administration
No Thumbnail Available
Date
2011-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
The purpose of the study was to find out the barriers for women to enter leadership positions in second{//),
schools in Addis Ababa. It was intended to assess the institutional, domestic or personal as well as intra
personal problems of women to inter leadership positions in educational institutions. In this regard,
secondary schools in Addis Ababa City Administration were selected to be the main focus area. The main
beneficiaries of the study were secondary school female teachers, principals and deputy principals in
Addis Ababa. The opinions of City Administration Education Bureau were also taken as important data
source. A significant contribution was intended to be made with the research findings to the main
participants and policy makers at all levels. To extract their perception on the matter data gathering tools
like the questionnaire and interview was considered appropriate. From the 56 second{//), schools in the
ten sub-cities, thirteen were purposefully selected from among 4 sub-cities. From the general findings of
the study it was evident that 42% of the participants perceive those in principal-ship positions to have
both feminine and masculine characters while about 28% of them said that they perceived principals with
characters like, assertiveness, aggression, high self esteem and self confidence or in short with 'masculine
characters '. While this is so 67% of the female teachers included in the study never aspired for leadership
positions at the beginning of their career while the rest did not. Additionally, choosing from issues
involved in recruitment and selection about 39% of the respondents said that it is the attitude of recruiters
is the most influential. While, 32% claimed that the criteria for recruitment is not clear and
understandable. Regarding the dominant domestic responsibility 34% said that 'caring for children' takes
the upper handfor them, as a barrier to enter leadership positions followed by 'getting married '. From
among the personal barriers 'educational background' and 'childhood background' of female teachers
had taken the lead in influencing women's decision to move lip the hierarchy. The number of female
teachers and early gender socialization were also considered to be other factors that are believed to
precipitate the problem of lower representation of women in leadership positions. Regarding the
recruitment and selection of leaders for and within secondary schools in Addis Ababa, most of the
respondents see the attitude for recruitment as a discouragingfactor. Therefore, it was concluded that the
traditional sex role stereotypes have an effect on the way women view leadership positions, as masculine
or feminine. In addition to this; another major conclusion reached based Oil the findings was domestic
responsibilities as barriers for women to enter leadership positions, implying that the traditional roles of
women in the household is still have a persistent effect on their decision to join leadership. Additional/y,
early gender socialization which starts from an early age has a significant effect of female teachers'
aspiration to join leadership. Based on the findings it is recommended that policy makers, Cily
Administration officers and immediate supervisors, assert gender sensitive issues in the making of policies
to hire or promote principals. Facilitating communication between recruiters and the potential recruits is
an admirable act. To facilitate lifelong leaming using e-sources and published materials that can
encourage women to seek opportunities to move up the hierarchy is also another recommendation. Other
Ihan this, formulating women networks ([nd mentoring were also suggested.
Description
Keywords
Women's Participation in, Educational Leadership