Factors contributing to under representation of Female teachers in Headship posiitions in primary schools in Kenya: A Survey of Eldoret Municipality

Abstract

The purpose of this study was to investigate factors contributing to under representation of female teachers in headship positions in primary schools and to further establish whether the criteria required in the appointment of teachers in headship positions was met by both male and female teachers. This study was guided by socialization theory to hierarchical gender prescriptions which gave three distinct theoretical traditions that help, understand sex and gender. Descriptive survey was adopted for the study. The study used both quantitative and qualitative technique where quantitative relied on the principle of verifiability while qualitative involved description. The study employed stratified and simple random sampling techniques. A sample of 105 respondents from 10% of the target population was used where 2 were Municipal Education Officials (TAC tutors), 8 head teachers, 80 teachers and 15 committee members were randomly selected in Eldoret Municipality. Data required was collected using questionnaires and interview schedule. The questionnaires were administered to teachers and committee members whereas interview schedule was administered to head teachers and TAC (tutors).Descriptive statistics of means frequencies, percentage was used to analyze data. The findings of this study would help educational institutions in the development of promotion, recruitment and appointment strategies for women aspiring headship positions. It would also assist educational policy makers to better understand some of the gender related factors contributing to under representations in the educational management and find remedies. The study found out that the major cause of under representation of women in headship positions as lack of support from the family level to the national level and that unfair promotion criteria contributed to under representation of female teachers in headship positions further eliminating negative gender stereotype in schools was seen to help change societal perception towards women in headship positions. The study recommended that appointments and recruitment procedures be transparent in order to avoid inconsistencies and blame game and frequent training on leadership skills to be reinforced by the Ministry of Education.