PARTICIPATION OF WOMEN IN LEADERSHIP POSITION IN SECONDARY SCHOOLS OF EAST HARARGHE ZONE, OROMIA REGIONAL STATE

Abstract

The purpose this study was to investigate the status of Women Participation in Leadership Position in Secondary Schools of East Hararghe Zone, Oromia Regional State. Descriptive survey design was employed to 6 rural woreda and 1 urban areas which were selected by stratified sampling technique. 14 secondary schools in those sampled areas were taken as available. In addition, 175 of male teachers were selected by systematic sampling technique whereas 41 female teachers, 14 school principals, 7 supervisors and 7 woreda education office heads were taken as available. Data was collected using questionnaire, interview and document analysis. Both quantitative and qualitative data analysis were employed in order to reach at results. Women in the sampled school have the capacity to lead and participate in secondary school leadership position particularly to the principalship and supervisor position. The status of women participation in leadership position in secondary schools of the study area were insignificant. There were internal and external challenges which affected them for the under representation in the administration position. Internal challenges like lack of selfconfidence, interest to apply to take leadership position and fear of risk taking criticism whereas challenges like socialization, socio-cultural as well as organizational factors, family responsibility, lack of mentor and role model, lack of encouragement as well as recognition given for women leaders and model female teachers were the external challenges which make the participation of women in secondary school leadership position insignificant. In addition, higher officials in favor of men as well as irrelevant criteria’s were the other challenges for female teachers to hold school leadership position while selection of school leader(prinipals and supervisors) in the study area. Those different challenges affected the participation of women and make them marginalized from secondary school leadership position. Therefore, to enhance the participation of women in secondary school leadership position, the society and stake holders expected to work co-operativelly to empower women, strategies as well as guide lines related to women empowerment have to be transilated to practice including ESDP V; higher officials in favor of men as well as irrelevant criteria’s during the selection of school leaders should be changed, affirmative actions and recognition should be given fro women by schools as well as top educational leaders. Women need to upgrade or update their capacity using different training to epmrove their confidence to hold school leadership position.