Abstract:
Worldwide statistic provides that women are underrepresented in management positions in education. Therefore, the study sought to investigate gender representation in the headteacher leadership of mixed secondary schools in Kiminini Sub County. Objectives of the study were: to establish the level of adherence to gender representation policies into the headteacher leadership of mixed secondary schools: to determine initiatives that focus on gender equality; and also investigate socio-cultural challenges affecting gender representation in the head teacher leadership of mixed secondary schools in Kiminini Sub County, Trans Nzoia County. The target population comprised of principals, deputy principals, heads of departments, senior teachers, Sub County and County Directors of education. The study was guided by the feminist theory which recognizes the pervasive influence of gender divisions on social life. This study adopted pragmatic philosophical paradigm. Mixed research design was employed, encompassing both quantitative and qualitative data. Purposive and simple random sampling techniques were used arriving at a sample size of 18 schools and a total of 134 respondents. Questionnaires, interviews and document analysis guides were used to collect data from respondents. Piloting was carried out among 7 schools in the neighbouring Saboti Sub-County. Data was analyzed using descriptive and inferential techniques with the aid of Statistical Package for Social Sciences (SPSS), version 22.Findings from the study revealed that despite the existence of government policies, documents on gender equality and equity in leadership, major stakeholders; Principals, Deputy Principals, HODs, and the rest of the teachers in Kiminini Sub County were not quite familiar with them. This results from the adherence and compliance to gender representation policies into the headteacher leadership in mixed secondary schools suggested contradiction between policy and practice. Based on these findings, the study proposed a raft of sensitization programs by the MOE with Principals, Deputy Principals, HODs, and the rest of the teachers aimed at enhancing familiarity and awareness since they remained key in the implementation matrix of gender policies. They are endowed in a position to cause behavioral and attitude change among students and the community regarding gender equity and equality. The study findings would be of significance to policy makers, practitioners, government and researchers in the field
