WOMEN’S REPRESENTATION IN SCHOOL LEADERSHIP POSITION: POLICY AND PRACTICES IN SECONDARY SCHOOLS OF ARSI ZONE

Abstract

This study was conducted to assess Women’s representation in school leadership position: policy and practices in secondary school of Arsi Zone. To conduct the study, descriptive survey design approach and both quantitative and qualitative research method approach were employed and simple random and purposive sampling techniques were employed. To this end, eight Woreda education heads, eight woreda women experts, 16 school principal, 31 vice principals and 67 teachers were included in this study. Questionnaire, interviews, Focused group discussion (FGD) and document analysis were used as the main data gathering instruments for the study. Quantitative data collected through questionnaire were analyzed using percentage, mean scores and t- test through the use of SPSS 20 version software packages, whereas; the data gathered through interview, document analysis, FGD and openended questions were thematically organized, combined and discussed to supplement the questionnaire. Thus, the study revealed that women have less representation in school leadership positions due to less confidence to take school leadership positions, lack of officials’ awareness of policy and guidelines, women’s their family and home responsibility, institutional factors, unequal opportunity of education and training. Regarding to school leadership policy, there is a high gap between policy and its practice on the ground. Moreover, selection criteria, officials’ relativity and corruption, lack professional network, lack political affiliation and work experience implicitly affected women’s representation in school leadership. The study revealed that women’s participation in school leadership positions have yet been less represented. Thus, the study suggested that women’s awareness about their participation in school leadership should be given. Moreover, as suggested by the study, awareness of officials, school leaders, local and school communities and other stakeholders about women’s leadership positions should be created through short and long-term training, workshops and experience sharing to minimize the existing negative perception