Factors Affecting the Appointment of Women Teachers to Leadership Positions in Public Secondary Schools: A Case Study of Machakos Sub-County, Kenya

Abstract

This study sought to find out factors affecting the appointment of women teachers in public secondary schools in Machakos Sub-county. The research design employed both qualitative and quantitative methods to collect the required data. The population was 128 respondents and the sample size was 100 respondents.  The sampling technique used was a semi-structured questionnaire using Likert Scale. The research instruments used were questionnaires. Data we reanalyzed using both qualitative and quantitative techniques aided by Statistical Packages for Social Sciences (SPSS) Version 22. The study found that majority (60%) were married, 45% of the respondents had a degree, 40 % of the total sampled principals had between 6-10 years of leadership experiences; majority (37.1%) of the total sampled teachers had between 11-16 years of teaching experiences;39% of the total sampled respondents had been in school between 6-10 years. Majority (62%) of the teaching staff are female yet majority (54%) the heads of department are male. The study concluded that several factors contribute to under-representation of female to headship positions and some of these factors include lack support of women from family, to the national level, women being undervalued because of African culture, gender stereotype, split between work and family. Female teachers' attitude towards leadership roles was highly displayed to be the major cause of female teachers ‘under-representation in educational management. The dual role of women in families as mothers and wives contributes greatly towards their career progression. Women are principally responsible for work associated with production and maintenance of the family like child care and control other assets in the family. From the study findings, academic qualification is no longer an issue as both male and female are equally qualified. Cultural and structural changes with regard to women's attitudes and roles are needed to address gender inequality. Moreover, women need to be part of a solution rather than projecting themselves as victims. The few women who have been given the opportunity to manage schools have done perfectly, and thus proving wrong the fear that woman will always cause things to go wrong. From the findings, the study recommends that negative criticism by men makes women hate leadership positions. Further training in leadership skills can help improve women teachers' participation in headship positions in schools. In order to ensure that female and male teachers appear in leadership in the same proportion, the government through the Teachers' Service Commission should motivate female teachers through incentives.