Abstract:
The research problem that this study investigated was the factors that hinder female teachers from
advancing into leadership positions in primary schools in Rongai District. Qualitative research
design was adopted for this study. Data was collected by means of face to face interviews and
structured researcher -administered questionnaires. The sample comprised of ten long serving
female teachers serving in senior positions in primary schools. The findings revealed that though the
female teachers were interested in heading schools, various external and internal factors hindered
them from ascending into these positions. All female teachers were therefore still classroom
teachers. A complex mix of obstacles barred women from career advancement. These included
family responsibilities, cultural and gender stereotypes, and low self esteem among women
propagated mainly through socialization processes that placed women in the position of the ‘led’
rather than the ‘leaders'.