Abstract:
The purpose of this study was to investigate the factors influencing women participation
in school leadership. The study adopted the survey research design, guided by the
reproduction of labour theory. Both qualitative and quantitative methodologies were
used. A sample size of 101 respondents was involved. Stratified, purposive and simple
random sampling was used to select the sample. The research instruments used in
collection of data were the questionnaires, interview schedules and document analysis.
The research instruments were tested for content validity and reliability a Cronbach alpha
of 0.7 was established. Data was analyzed both quantitatively and qualitatively. The
study found out that there was gender imbalance in school leadership positions, teacher
service commission criteria for promotion of head teachers was not followed due to
political interferences, increasing girls schools, women leadership skills, educational
training and support from educational stake holders promoted while the government
affirmative action, support systems and women leadership in mixed schools do not
promote women participation in school leadership. The study also found that family
responsibilities, socio- cultural factors, fear to transfer to other schools and lack of role
models hindered women from participating in school leadership. The study found out
that enhancing female education, mentoring, effective implementation of government
affirmative action and professional development, training and preparation of female
leaders were strategies for promoting women participation in school leadership. The
study recommends enforcement of gender policy, gender responsive recruitment panel,
creation of more girls' and mixed schools and the government to improve on the girl
child education ..
