An Assessment of Women’s Participation in School Principal ship Positions in Addis Ababa City Administration
No Thumbnail Available
Date
2023-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
The study was conducted with the main objectives to identify the major factors which influence women's participation in school leadership positions, and there by to propose intervention mechanisms that are more pertinent for improving women's representation in educational leadership positions within the Addis Ababa City Administration. To achieve this, a descriptive survey method was employed, targeting a population of 282 secondary school teachers. Through simple random sampling techniques, a sample of 176 secondary school teachers (138 females and 138 males) was selected, along with six principals (three females and three males) using availability sampling. The study utilized document review, questionnaires, and structured interviews as the primary data collection tools. Quantitative analysis was predominantly employed to derive the study's findings. However, in certain cases, qualitative analysis methods were deemed necessary to supplement the quantitative approach. The study's key findings revealed that women's underrepresentation in school leadership positions in Addis Ababa City Administration primarily stems from institutional factors. These include education leaders’ insufficient commitment and capacity to enforce relevant policies; lack of resources necessary to translate policy provisions into practices; inadequate collaboration and coordination among the stakeholders, including development partners; and the absence of a robust and inclusive monitoring and support system for aspiring female leaders. Based on the findings of the study, Addis Ababa City Administration Education Bureau and its lower structures are advised to establish and reinforce a culture of accountability and transparency. They are also advised to provide leaders at various levels with the necessary resources and support that help them achieve their goals. Moreover, fostering a culture of collaboration and teamwork within and among institutions are found to be essential. Furthermore, supporting women in leadership roles to enhance their work-life balance and establishing a platform that facilitates professional networking and relationship-building among women professionals and leaders in their respective fields are recommended.
Key terms: Affirmative action, Institutions, Mentoring, School Principal, Stakeholders, Work-life balance, Women Professional Association, and Women Professional Network.
Description
Keywords
Affirmative action, Institutions, Mentoring, School Principal, Stakeholders, Work-life balance, Women Professional Association, and Women Professional Network.