Factors Affecting Female Teachers Participation In Educational Leadership In Secondary Schools of West Wollega Zone
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Date
2020-06
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Publisher
AAU
Abstract
In Ethiopia, women‘s proportion in leadership positions is very limited relative to their male
counterparts in status posts in general and educational leadership in particular. The general
objective of this study was to assess the factors that affect women’s teachers’ participation in
educational leadership in secondary schools of the West Wollega zone. A descriptive survey
study with a mixed research approach was employed. That means, data obtained through the
close-ended questionnaire was analyzed quantitatively by using SPSS Software version 20 while
those obtained through open-ended questionnaires and interviews and document analysis are
analyzed qualitatively. Totally 184 respondents were selected as samples. School leadership
quality is among the biggest factors ensuring high-quality student learning worldwide. Women's
school leaders develop greater interactivity with children, helping them achieve greater
engagement with learning and better results. The majority of the participants perceive those in
principalship positions to have both feminines of masculine characters while one-third of them
said that they perceived principals with a character with assertiveness, aggression, high self esteem, and self-confidence or in short with masculine characters. While this is so three fourth of
the female teachers include this study never aspired for leadership positions at the beginning of
their careers. Additionally, choosing from issues involved in recruitment and selection about
nearly half of the respondents said that it is the attitude of recruiters is the most influential.
While one-fourth of them claimed that the criteria for recruitment are not clear and
understandable while some of them said that ‘caring for children’ takes the upper hand for 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 factors. Based on the findings it is recommended that policymakers,
city Administration officers and immediate supervisors assert gender-sensitive issues in the
making of policies to hire or promote principals to higher educational levels
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Keywords
leadership, Position, participation