Factors Affecting the Participation of Women in Educational Management in Government Primary Schools of Addis Ababa
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Date
2007-03
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Addis Ababa University
Abstract
The Purpose of this study was to examine factors that affect the participation
of women in Educational Management. In order to examine the prevailing
fa ctors, the sex role stereotypes, organizational barrie rs, the effect of
confidence and self concept, aspirations and contribution of role models were
treated in view of the objectives of the s tudy.
Descriptive survey method was used to analyze the findings. The target
population were 270 .teachers and 28 school principals. Data relevant to the
study was collected through questionnaire, interview and document analysis.
Then the collected data were analyzed u s ing p ercentage and chi ' square of
association to see the degree of conformity between male and female teachers
and school principals to the prevalence of the problem raised.
The findings regarding the participation of women in Educational Management
reveals that Sex role stereotyping to some extent, has influenced women than
men. As to organizational barriers are concerned, it has not been revealed as a
major hindrance though has some effects. In addition to this, it was found out
that, women lack aspiration and self concept and confidence to management
p ositions in the school which hinders them to prepare themselves for
leadership positions at any level in schools. Men are the ones aspiring
Educational Management Positions and women to teaching. Finally, the finding
shows that the culture of menta ring hasn't developed as majority of the
respondents claimed to have none. Though this may have an effect in both
males and f emales, its impact has been reflected more on females as there are
very few women at the top who can be mentors or role models, developing the
culture that w ill encourage women to go forward.
Therefore, recommendations for the alleviation of the problems were given as:
focusing on schools for decreasing sex role stereo typing among children in the
younger age group, empowering female teachers through skill trainings and
sensitization programs on gender roles, providing opportunities to be leaders in
diffe rent sections of the school, revision of curriculums to accommodate
leade rs hip and management concepts, forming forum for f emale teachers, and
clear understanding of objectives and implementation of affinnative actions.
The recommendations forwarded included suggestions for further researches
to be carried out in the area.
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Keywords
Women in Educational Management