Women in Educational Leadership within the Tamale Metropolis

Abstract

Within the Tamale Metropolis, it is observed that only a few women occupy top level management positions within the Ghana Education Service (GES). A descriptive survey was therefore conducted in 2013/2014 academic year to assess the factors affecting the gender disparity in educational leadership within the Service. Specifically, the study sought to examine if factors such as low educational qualification, traditional beliefs and cultural practices were limiting to women leadership in educational institutions within the Metropolis. A sample size of 250, comprising 200 teachers and 50 administrators from selected Basic, Senior High Schools and Colleges of Education was involved in the study which used questionnaire as the instrument for data collection. The study revealed that there were more males than females in the teaching profession in the Metropolis. The male teachers also had better professional and academic qualifications than their female counterparts. Thus, more males qualify for appointment into leadership positions than their female counterparts. The situation is compounded by the cultural and traditional milieu of the people that relegates women into subservient positions in society. The study therefore recommends vigorous educational campaign through workshops, seminars and symposia for teachers, educational administrators and the general public to emphasize the importance of higher education for women as well as the important roles women could play in national development. GES council could introduce intensive family life education and gender neutral curriculum as a means of minimizing gender stereotypes and promoting progress towards enhanced gender equity within the society.

Keywords: Educational leadership, participation, challenges, gender equity, traditional beliefs