An investigation of determinants of career progression of female teachers to headship of public secondary schools in Dagoretti division, Nairobi province, Kenya
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This study investigated the determinants of career progression of female teachers towards headship of public secondary schools in Dagoretti Division. This was done by determining the extent to which female teachers' age, working experience, education and training background, religious beliefs and gender roles, personality characteristics, self-concept and implementation of gender policies influence female teachers' ascent to school headship. The study used an ex-post facto design and targeted 622 teachers out of which a sample of 120 teachers was selected. Data was collected using questionnaires and the social science statistical package (SPSS) was used in data analysis. Qualitative data was analysed using content analysis. The study also revealed that female teachers, gender, age, marital status, influence their ascent to school headship. Religious beliefs also formed a major determinant as seen by a wide disparity between Christianity and other religions in respect to the number of females in the teaching profession. Findings of the study further reveal that female teacher's self¬concept is a major determinant of their quest for school headship. Female teachers were also said to lack leadership qualities in terms of willingness to accept the consequences of ones behaviour, susceptibility to interpersonal stress and tolerance to ambiguity as highlighted by majority of male teachers. The study recommended the full implementation of the affirmative action, female teachers to double their efforts towards task accomplishment, the government (Ministry of Education) to sensitise female teachers on their potential in leadership and support be given to current female Head teachers by the Ministry of Education, school board of governors, sponsors and teachers to motivate other aspiring female teachers to join school headship. The study also recommends that academic qualifications be the basis for promotions and that, the society should be sensitised on women's potential in school headship. Since the study was confined to public secondary schools in Dagoreti Division in Nairobi Province which is predominantly urban, a similar study should be conducted in rural schools as findings from such schools could be vital. The study also targeted only public secondary schools in the division leaving out private secondary schools which are considered to have varied and unique criteria for appointment and promotion to school headship. Therefore a study involving private secondary schools should be conducted.