Factors Affecting Female Teachers Participation in School Leadership in Government Secondary School in Arsi Zone of Oromia Regional State
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Date
2021-09
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Publisher
AAU
Abstract
The purpose of the study was to search out the factors that affect female Participation in
secondary school leadership in Arsi Zone. To realize these purpose three basic questions related
to major factors that effect on female teacher’s participation in school leadership were raised.
The study employed a descriptive survey design that involves the use of both qualitative and
quantitative methods in data gathering and analysis. Data was gathered from both primary and
secondary sources. Primary sources were 115 female teachers, 14 school Leaders (principals
vice principals and Supervisors) five Woreda education heads. Purposive sampling technique
was employed to select female teachers from nine government secondary schools and Simple
random sampling technique was employed to select school leaders at school levels and Woreda
education heads at woreda levels. The findings of the study indicated that the involvement of
female teachers in educational leadership seems to show an insignificant increment each year in
the last three years. There are different factors that have narrowed female teachers from
participated in secondary school leadership. These factors are related to institutional Personal
and Cultural. As institutionalfactor,implementers have minimal knowledge of policies that could
empower women in affirmative action, most of the educational leadership positions are occupied
by males in schools so that females couldn‘t get opportunities to show their talent, there is no
available special support for female teachers, educational institutions have no official effort to
make females active participants and lack of women role models in educational institutions
affects participation of other women aspiring for leader. As Personalfactor,Women’s
responsibilities of family child bearing and taking care of home affect their participation in
leadership,because of their low self-perception the confidentiality of female on their ability, qualification
and experience is lowand because of school far from their homes, female are reluctant to accept
educational leadership.AsCulturalfactor,Cultural attitude of our school society was not
encourages women to assume on key educational leadership positions and most people still
having attitude and perception that decision making power rests with men. In line with the above
findings it was recommended that the Woreda, Zonal education offices and regional education
bureau should properly implement the strategies and affirmative action and should to establish
mechanisms to enhance the capacity of female school leaders by providing constant training,
making clear policies of the school in line with strategies of the ministry of education