Gender and constraints to appointment to leadership positions in secondary schools: a case of Nakuru District, Kenya

Abstract

The teaching profession is viewed as an appropriate career channel for educated women, indeed its ranks are filled with women. However, they tend to occupy the lower ranks while men take up the upper ones. This phenomenon formed the thrust of this study. The study sought to establish why there were fewer female headteachers of secondary schools in Nakuru District compared to their male counterparts.

The study investigated the factors perceived to be constraints to headship of secondary schools such s women's ability to lead, professional qualifications and training, age, experience, societal attitude towards female headship and marital status.

Corresponding hypotheses to these variables were formulated and tested. Pearson's correlation coefficient was used to test these hypotheses. Data was collected by questionnaires and also documents related to appointment of teachers to leadership positions.

The findings indicated that the males were preferred as heads compared to women, an implication that societal prejudice is deeply entrenched against female leadership. Other factors militating against female leadership of secondary schools included under representation of women in positions of heads of departments and deputy heads which were stepping stones to headship and females reluctance to apply for headship. Further, females were perceived to be emotional and poor in decision making. In addition, many respondents preferred female heads who were over 40 years old and few in ,. the sample had reached this age.

Other problems cited as handicaps to leadership by female teachers included lack of support and co-operation from staff. There was also lack of professional qualification because more male teachers were graduates compared to female teachers.

Marital status was not found to be a significant factor in the appointment of female heads. Finally, quite a number of women teachers were reluctant to accept female heads and this reflected their doubts about their own leadership.

From the study it was recommended that the community sensitisation and gender awareness needs to be encouraged. This will change the community attitudes towards female headship. Appointments to headship should be based on academic and training. This will enable women who are very qualified to compete. Female headteachers should develop ways of getting support and co-operation from teachers by building confidence and being more democratic.