Factors Affecting Women's Participation in Government Primary School Principals hip in Eastern Zone of Tigray National Regional State
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Date
2011-05
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Addis Ababa University
Abstract
The mainpwpose of this study was to examine the factors that affect women's
participation in the primary school principals hip in Eastern Zone of Tigray. To
achieve this purpose, the study employed a descriptive survey method, mainly
quantitative and supplemented By qualitative research methods to enrich the
data. With this respect, teachers, principals and woreda education office
experts were the sources of data for the study. Data gathering instruments
such as questionnaire, interviews and document assessment were conducted.
In addition to these, focus group discussion was held with 20 teachers in two
non sampled selected schools of Gulo-Mekada Woreda. Stratified (rural &
town), purposive (2 rural woredas), availability (3 WEO heads &3 ex-female
principal teachers) and simple random lottery method(300 teachers, 20
principals, &6 WEO experts respondents plus focus group discussion & pilot test
participants} sampling techniques were employed. Questionnaires were piloted
in Nigste-Makda and kisanet and 0.915 andO.847 alpha was obtained
respectively which indicated a good reliability. Then, it was distributed to 300
primary school teachers, 20 principals and 6 WEO experts (torally 326). A total
of 318 (97.5%) were filled, returned and used from the three occupational
respondents. The data obtained was then analyzed using frequencies, mean,
weighted & grand mean scores, t-test, one way ANOVA, chi-square (X2) and
Post Hoc comparison of means. The results suggested that society 's negative
opinion regarding women principal's ability and competence to hold the position
of educational principals hip was comparatively changed to some degree. In
spite of their competence, however, women have still no prevalence and are
under represented at the educational administrative levels. Hence, the major
causes that prevent women's participation in primary school principalship
were: fear of role conflict between professional and family lives, fear of being
assigned to distant schools, society's perception regarding women's role and
gender role socialization, self image of women themselves, lack of visibility,
lack of monitoring and evaluation of the policy in implementation, lack of
Informal networking to improve the existing situation. It is concluded that
women's participation is seriously restricted by the affecting factors and
women are not benefiting themselves & the society to the maximum potential.
~easures such as: Strengthening women's net works, women's change of
outlook on their skills pursing higher education, relocation improvemeni,
parents' encouragement of gender equality, access of predetermined
administrative activities and creation of s ociety 's awareness were
recommended to be taken. Educational institutions should have 'clear
procedures for carrier advanceritent and s election criteria and recruitment.
Successful women principals, government and non-govemment organ.izations
should create massive gender-sensitization training to all school communities
and society. Finally, practitioners and government shou.ld be sensitive on the
implementation of the policy of women in all fields of development by installing
effective monitoring, evaluating and communicative systems with implementers
at grass root level from early beginning to its end. Further in depth study was
recommended in the fUture
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Factors Affecting Women's Participation