Women's Participation in Educational Administration in Ethiopia
No Thumbnail Available
Date
1995-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
The purpose of this study was to make an investigation into
some of the factors that resulted in the underrepresentation ion of women
in educational administration in Ethiopia.
Both micro (internal) and macro (external) variables were treated
to meet the objective of this study. These included the effect of sex
role socialization, the state of home-work interface, the impact of
institutional sex segregation mechanisms and the level of women's
aspiration to positions ~n educational management. Besides, with t .he
intention to determine how effectively practicing female educational
administrators discharge their duties, comparison was made between the
managerial styles of female and male school principals as viewed by
their staff.
The data were collected through questionnaire and interview with
205 female and 192 male teachers, 12 female and 12 male school
principals 10 male inspectors and 6 female educational administrators
currently working at Ministry of Education. . various statistical
techniques such as percentages, t-test , chi-square, the correlation
coefficient, z-test and ANOVA were used to analyse t he data.
The results suggested that at individual level teachers of both
sexes developed attitudes largely consistent with traditional
assignment of role according to gender. For most respondents the role
of women were, thus, perceived to be teaching than educational
leadership. On the other hand, the effect of women's family
commitments were not evidenced as so severe as had been conceived in
blocking their initial entry to educational management. However,
family related factors were still influential variables in limiting
the up-ward mobility of women who ones secured entry level
administrative positions.
Differential treatments during anticipatory socialization and
limited access of women to get their same sex role model represented
among personnel promotion committee are some of the institutional
variables that promote opportunities along sexual lines . Besides, the
finding disclosed low level of institutional commitment to undertake
affirmative action strategies and supportive mechanisms that may help
reduce the existing gender gap in educational management.
Generally , while women showed less aspiration to positions in
educational management , the findings from this study did not make
c l ear whether this is a response to limited opportunity accompanying
discrimination, or a choice on the part of women for their role in
the society, suggesting an area for further research.
The observed result regarding the leadership styles of female and
male school principals showed no significant sex difference in most
of the dimensions the groups were assessed. Thus, this result
provided evidence which defies the socialization assumption of skill
deficiencies in managerial role as explanation for women's gross
inequalities in the field.
Finally, sex unbiased anticipatory socialization in schools,
short and long term trainings for female teachers, change on the
organizational culture of schools, the representation of female role
models among the promotion committee, and the introduction of career
counseling programs were forwarded as major recommendations in order
to help improve these variables and facilitate women's entry and
advancement in educational administration.
Description
Keywords
Women's Participation, Educational Administration