Factors Influencing Gender Equity In Headship Positions In Public Secondary Schools In Lurambi Division, Kakamega County, Kenya
Abstract
The purpose of this study was to determine the factors influencing gender
equity in headship positions in mixed public secondary schools in Lurambi
Division, Kakamega County, Kenya. This region demonstrates massive gender
disparity in regard to participation in educational headship positions. The
study was guided by four objectives which were a) to establish the sociocultural
factors that lead to gender inequity in educational headship; b) to
analyse the extent to which women's own decisions not apply for headship
influence gender equity in educational management; c) to examine the extent
to which differences between male and female leadership styles influence
gender equity in headship positions in secondary schools and d) to assess the
extent to which the work-family conflict influences gender equity in headship
positions in mixed public secondary schools in the region. Research questions
were developed to gather information in order to address the objectives of the
study. Related literature on gender equity in educational management was
reviewed. The study was based on the equity theory of motivation. The study
used descriptive survey design. The target population comprised of all the
teachers, deputy head teachers, head teachers and the AEO of Lurambi
Division. Data were analysed using the computer programme, Statistical
Package for Social Sciences (SPSS).The findings of the study indicated that
socio-cultural factors were the strongest barriers that hindered women's
participation in educational headship positions. The overall findings of the
study revealed that women were marginally under-represented in headships of
mixed public secondary school. Other contributing factors hindering women's
participation in educational management were women's own decisions not to
apply, differences between male and female leadership styles and the workfamily
conflict. This situation exists despite the demand by the 2010 Kenya
Constitution for observing a third- gender rule in public appointments. Kenya
being a signatory of both the six Education for All (EF A) goals and eight
Millennium Development Goals (MDGs) participated in the Jomtien
Conference in 1990, and subsequently endorsed the EFA declaration. This
reinforced the commitment of Kenya to the provision of education for all of
its citizens. However, if the EFA goals that are pursuant to the MDGs goals
are to be achieved there is need for full implementation of government policies
and regulations. The findings of this study are significant in that they may
assist the Ministry of Education in developing more appropriate strategies that
will encourage more women to take part in educational headship positions.
They may also help the government to strengthen the relevant policies and
regulations with an objective of encouraging more women to take up headship
positions in mixed public secondary schools. This will enable women to enjoy
equity with men towards economic development.
Citation
Kenyanito,D.L.,2013.Factors Influencing Gender Equity In Headship Positions In Public Secondary Schools In Lurambi Division, Kakamega County, Kenya,A Research Project Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education in Educational Administration.Publisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]