Shibeshi, Ayalew (Associate Professor)Sintayehu, Hilina2019-01-102023-11-102019-01-102023-11-102011-05http://etd.aau.edu.et/handle/12345678/15625The purpose of the study was to find out the barriers for women to enter leadership positions in second{//), schools in Addis Ababa. It was intended to assess the institutional, domestic or personal as well as intra personal problems of women to inter leadership positions in educational institutions. In this regard, secondary schools in Addis Ababa City Administration were selected to be the main focus area. The main beneficiaries of the study were secondary school female teachers, principals and deputy principals in Addis Ababa. The opinions of City Administration Education Bureau were also taken as important data source. A significant contribution was intended to be made with the research findings to the main participants and policy makers at all levels. To extract their perception on the matter data gathering tools like the questionnaire and interview was considered appropriate. From the 56 second{//), schools in the ten sub-cities, thirteen were purposefully selected from among 4 sub-cities. From the general findings of the study it was evident that 42% of the participants perceive those in principal-ship positions to have both feminine and masculine characters while about 28% of them said that they perceived principals with characters like, assertiveness, aggression, high self esteem and self confidence or in short with 'masculine characters '. While this is so 67% of the female teachers included in the study never aspired for leadership positions at the beginning of their career while the rest did not. Additionally, choosing from issues involved in recruitment and selection about 39% of the respondents said that it is the attitude of recruiters is the most influential. While, 32% claimed that the criteria for recruitment is not clear and understandable. Regarding the dominant domestic responsibility 34% said that 'caring for children' takes the upper handfor them, as a barrier to enter leadership positions followed by 'getting married '. From among the personal barriers 'educational background' and 'childhood background' of female teachers had taken the lead in influencing women's decision to move lip the hierarchy. The number of female teachers and early gender socialization were also considered to be other factors that are believed to precipitate the problem of lower representation of women in leadership positions. Regarding the recruitment and selection of leaders for and within secondary schools in Addis Ababa, most of the respondents see the attitude for recruitment as a discouragingfactor. Therefore, it was concluded that the traditional sex role stereotypes have an effect on the way women view leadership positions, as masculine or feminine. In addition to this; another major conclusion reached based Oil the findings was domestic responsibilities as barriers for women to enter leadership positions, implying that the traditional roles of women in the household is still have a persistent effect on their decision to join leadership. Additional/y, early gender socialization which starts from an early age has a significant effect of female teachers' aspiration to join leadership. Based on the findings it is recommended that policy makers, Cily Administration officers and immediate supervisors, assert gender sensitive issues in the making of policies to hire or promote principals. Facilitating communication between recruiters and the potential recruits is an admirable act. To facilitate lifelong leaming using e-sources and published materials that can encourage women to seek opportunities to move up the hierarchy is also another recommendation. Other Ihan this, formulating women networks ([nd mentoring were also suggested.enWomen's Participation inEducational LeadershipThesis