| dc.description.abstract | Gender disparities are a big challenge in leadership opportunities in Kenya despite the
increasing numbers of female teachers. This situation is mirrored in Tharaka North Sub
County, whereby out of twelve public secondary schools, male teachers are in charge of
ten schools while two have female teachers. The study aimed to look at the factors
influencing partaking of women in headship both in Public Primary and Secondary
schools in Tharaka North Sub County, Kenya. The key objectives specifically examined
the effects of academic qualification, relationships with members of staff, perceptions of
inadequacy and gender roles on women involvement in instructional leadership positions.
The study based on the Feminist Theory. Descriptive survey research design was
deployed, and projected a total of 303 respondents who included principals, head
teachers, female teachers and the Teachers’ Service Commission (TSC) Director from
Tharaka North Sub-County. A total sample size of 92 respondents that comprised of 4
principals, 19 head teachers, 1 TSC Sub-County Director and 69 female school teachers
was used in the study. This study employed structured questionnaires as well as semi structured interviews to collect data. Instruments were piloted in 3 schools by the
researcher; 1 secondary and 2 primary schools in Tharaka South Sub County and
involved female school heads and female teachers. The pilot results obtained were used
to test the validity and reliability of the research instruments which yielded a Cronbach’s
Alpha Coefficient of 0.881. A reliability of 72% was determined using five independent
assessors for the interview schedule. The data was analysed using the Statistical Package
for Social Scientists Version 23.0, and applied descriptive and inferential statistical
methods. Descriptive statistical methods involved percentages and frequencies. The
relationship amongst the independent variables, that is, academic qualification,
relationships with members of staff, perceptions of inadequacy and gender roles and the
dependent variable women involvement in instructional leadership positions were tested
using inferential statistics. The study found that there were significant relationships
between the female teacher’s human resource management skills, perception of women in
instructional leadership and gender roles, and women participation in instructional
leadership positions in Tharaka North Sub County in Kenya. However, the study found
insignificant relationship between academic qualification and women participation in
instructional leadership positions in Tharaka North Sub-County in Kenya. Therefore, the
study recommended in regard to relationships with members of staff that the schools
should introduce peer evaluation and supervision programs to enable the female teachers
learn how to manage and even supervise their colleagues at work. Concerning
perceptions of inadequacy, female leaders in the area need to form strong advocacy
groups, and also develop mentorship programs that enable them to change perceptions on
the mentalities of female leadership in the area. Finally, in relation to gender roles, there
is need for female teachers to begin taking up training opportunities in personal
development programs so as to improve their confidence and capabilities of handling
other higher leadership responsibilities. | en_US |
