Abstract:
The overall objective of this study was to explore the problems responsible for underrepresentation of
females in the secondary school leadership positions in the case of Bale Zone. Quantitative and
qualitative research methods were employed for this study. To collect the main data, questionnaires were
administered among 28 male teachers, 75 female teachers, 13 male and 4 female principals and viceprincipals.
Furthermore, empirical materials were gathered from Bale Zone education office and the
sample secondary schools, 8 males and 4 female woreda education officer and 2 female woreda
education offices of women affairs through interviews were analyzed thematically. The collected data
through close ended questionnaires were analyzed using descriptive statistical tools such as frequency,
percentages; mean, weighted mean and standard deviation were used to analyze the data collected.
Moreover, the inferential statistical tools such as t-test and step wise multiple linear regression
parameter were employed to compare the means of the respondents and test its significance level and to
indicate how well a set of variables is able to predict the dependent variable respectively. The data
collected through open- ended questions, semi structured interview and document review were analyzed
qualitatively by narration. Results indicated from all the items stated, most of female teacher’s
participation in the educational leadership position was low. Especially two items such as home and
family responsibility and educational institutions do not have transparent selection criteria were found
to have great impact on female’s participation in school leadership. Lacks of confidence because of the
social background in the culture of the community in general, females are not leaders; they are followers
rather. As a result of lack of confidence, they were not aspiring to become leaders. In addition, females
did not have opportunities to gain bottom-line experiences in educational leadership that would help
them for further advancement because the school leadership was men dominated in tradition. It can be
said that socio-cultural factors were the main source of individual factors that caused females’
underrepresentation in general. The overall recommendations of the study were the government, the
woreda education office society and the stakeholders should give great emphasis to work on women
leadership, the school leaders should arrange continuous training for school community particularly for
female teachers to alleviate the cultural and capacity related factors. The government should seriously
look into issues of low women’s participation in leadership. Since the country’s half of the population is
women, Wastage of women resource should be minimized. Unless it is impossible to provide expected
change from leadership Based on the results, further studies have been recommended.
