SCHOOL LEADERSHIP PRACTICES AND CHALLENGES IN IMPLEMENTING GENDER BASED AFFIRMATIVE ACTION IN SECONDARY SCHOOLS OF DEKASUFTU WOREDA, LIBAN ZONE, IN SOMALI REGIONAL STATE

Abstract

The overall objective of the study was to examine the practice and challenges of school leadership in implementing Gender Based Affirmative Action in secondary schools of Dekasuftu Woreda of Liban zone, Somali Regional State. The study was a qualitative approach with descriptive case study design. Availability and purposive sampling were employed in the study. Data gathering instruments were interview guides and focus group discussion. The interview was conducted on 13 female students, 2 principals, 2 vice principals, 4 PTA members, 2 teachers, one supervisor and Woreda Education Office head. The two Focus Group Discussions consisted of ten members of gender club from both schools and their opinions were written down. The data obtained through interview and Focus Group Discussions were analyzed qualitatively. The results show that there was scarcity of resources, lack of facilities, breach of rules and regulations, poor academic performance of the female students and lack of quality education at the secondary and primary school levels. The study recommends additional gender based affirmative action measures, enough system support, and additional resources and strive for quality of education at the secondary schools. The overall recommendation of the study is to improve the school leadership practices of implementing gender based affirmative action in both secondary schools. It is also recommended that the principals should include gender issue in their annual plan and the number of female principals and teachers in secondary schools should be increased as much as possible. The system of awarding role model females in schools should be put in place and encouraged by the school stakeholders especially the school leaderships