Abstract:
The purpose of this study was to identify female teachers’ perception about secondary school
leadership position and to examine extent of their empowerment, and to find out critical factors
that affect their perception. To carry out this study, sequential explanatory research design was
employed. Participants of the study were 72 female teachers and leaders, selected by using
availability sampling. Six female leaders were selected by purposive sampling technique. The
data were collected by using questionnaire, interview, and document review. Both qualitative
and quantitative data analysis methods were employed. The findings of the study revealed that,
female teachers lack interest to apply for secondary school leadership, lack of adequate
mentoring and training to empower women, fear of balancing professional work and family
responsibility, and negative attitude of society affect perception of women to assume school
leadership position. In addition, organizational structures, and complexities of school leadership
hinder female teachers in holding leadership position. Hence, the following were recommended:
continuous training and mentoring service should provide for female teachers to change their
perception and empower them into leadership position. To put balance between work and family
responsibilities their household and the community must break out from the traditional
perceptions that household work is for women’s. DDEB and School should increase societal
awareness and assigning female teachers in educational leadership areas. Moreover, DDEB
should reduce complexity of school leadership by creating conducive working conditions and
setting applicable school rules and regulations.
