FEMALE TEACHERS’ PERCEPTION ABOUT EDUCATIONAL LEADERSHIP POSITION IN SECONDARY SCHOOLS OF DIRE DAWA CITY ADMINISTRATION,ETHIOPIA

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.