| dc.description.abstract | This study investigated the factors influencing public secondary school female teachers'
participation in post graduate studies in Kyuso District, Kitui County, Kenya. The study was
guided by the following objectives: to investigate the socio - economic factors influencing public
secondary school female teachers' participation in post graduate studies in Kyuso District; to
analyze the influence of demand for professional qualifications in employment on public secondary
school female teachers' participation in post graduate studies in Kyuso District; to examine the
influence of the existing government policies on public secondary school female teachers'
participation in post graduate studies in Kyuso District; to examine the influence of personal
characteristics on public secondary school female teachers' participation in post graduate studies in
Kyuso District. The research study employed a descriptive survey design and made use of both
qualitative and quantitative approaches to collect information from relevant respondents. The study
targeted 10 public secondary school Principals, 25 female Heads of Departments and 30 female
subject teachers. Purposive sampling technique was used to select the study area and principals to
be involved in the study. Stratified random sampling was used to select the schools. Simple random
sampling was used to select the female Heads of Departments and the female subject teachers from
the ten selected schools. Three instruments were developed and used to collect data that included
one interview schedule for school Principals and two questionnaires; one for female Heads of
Departments and another one for female subject teachers. The research instruments were piloted on
a small representative sample identical to but not including the group that was involved in the
actual study. It involved two public secondary schools.stwo principals of the schools, four female
HODs and five female subject teachers ,:all.domly sampled from the two public secondary schools.
This was done in the neighbouring Mwiiigi Central District. The instruments were subjected to
analysis after the pilot study in consultation with the supervisor. After the instruments were found
to be valid, logical and reliable, the actual data collection was done. For qualitative data, patterns or
themes were identified and data for all questions analyzed descriptively. The study established that
inadequate funds and resources, family commitments, lack of family support and traditional beliefs
influenced public secondary school ferqale teachers' participation in post graduate studies.
Financial benefits from top management positions and need for high professional qualifications to
replace those who are retiring greatly influenced secondary school female teachers' participation in
post graduate studies. Government policies such as affirmative action to promote women, a third
representation of women in the public offices and leadership, government encouraging females to
apply for positions once dominated by men and women getting positions with lower qualifications
than men played a major role in influencing female teachers' participation in post graduate studies.
Personal characteristics such as lack of time and energy, negative attitude towards re-entering
education, lack of family support and lack of confidence in one's abilities had great influence on
women's participation in participation. It can be concluded that despite various socio-economic
challenges that face female teachers' participation in post graduate studies, the number was still on
the rise. This study recommends that the government should consider substantial allocation of
funds in the annual budgetary allocation to finance individuals who wish to further their studies.
There is also need for government and policy makers to come up with an education / employment
# - system that encourages female teachers to pursue further studies with minimal challenges. The
government through the Ministry of Gender and Culture should address the issues that undermine
women in their efforts to empower themselves through furthering their studies. | en |
