Factors Influencing Participation of Women in Instructional Leadership Positions in Public Schools in Tharaka North Sub-County, Tharaka Nithi County, Kenya

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.