FACTORS AFFECTING FEMALE TEACHERS PARTICIPATION IN SCHOOL LEADERSHIP: THE CASE OF SECONDARY SCHOOLS IN EASTERN HARARGHE ZONE, OROMIA REGIONAL STATE, ETHIOPIA

Abstract

The overall objective of this study was to assess the major factors that affect female teachers’ participation in secondary school leadership in East Hararge Zone. With this, an attempt was made to forward possible solutions for these problems. To conduct this study, descriptive survey method was employed. The participants of this study were 96 teachers selected using simple random sampling techniques. Out of this, female teachers constitute 48 whereas the remaining 56 were male teachers. Sixteen school principals/vice principals, 6 Town Education Officials, and 6 Women and children affairs office holders were also involved in the study. The data were collected using questionnaire, interview and document analysis. Both quantitative and qualitative data analysis were employed in order to reach at results. The findings of the study revealed that higher officials make gender bias while selecting school leader; there is also lack of special support to females to win competition for leadership position in the education system of the woreda/town; females were strong in making decision; females less participated as both heads and deputy head teachers: even though there is misconceptions of men and female themselves on their leadership capacity, females have capability to lead secondary school. Some of the challenges which could hinder women representation in educational leadership were pressure of home responsibilities, men dominance of management position, and unclear promotion procedures. Hence, the following were recommended: providing training for women (Mentoring), gender awareness campaign, gender fairness in school leadership position, fighting traditions that hinder the progress of women, discouraging societal discrimination, changing family traditional structure (societal support), sensitizing society to accept women leadership, increase self-confidence and self–motivation.