Female Teachers’ Participation in School Management in Bale Zone Sinana Woreda

Abstract

The study was aimed at assessing the actual practices and problems of female teachers’ participation in managerial positions of schools’ in Bale Zone Sinana Woreda.

The research worker was guided by the following four leading questions: What are the causes of low participation of female teacher in school administration? To what extents is the severity of the disparity of female teachers? What are the institutional, social and cultural factors that influence their participation in school management? What are the major solutions to be taken?

Data were collected from WEO officials, female teachers, principals and supervisors through questionnaire and interview. Based on the data gathering from these respondents presentations, analysis and interpretation was made and listed in percentage and ranks in orders.

So from the study, majority of the respondents confirmed that female teachers’ participation in school management was very low. The finding showed for this to happen: being over burdened with home responsibility, influences of socio-cultural and institutional factors, lack of acceptance by school communities and society and lack of interest and commitment were the major ones.

However, majority of respondents confirmed that females haven’t less ability when compared to their male counter parts in their opinion towards female effectiveness in managerial position.

The following recommendation forwarded as a remedy: providing a special quota while recruiting and selecting for school leadership positions, encouraging female teachers by refining selection criteria for training and give priority for them and provide continuous short and on-time trainings to enhance their competencies and up-date their point of understanding in each aspect.

Key terms: gender parity, leadership, social-cultural factors

DOI: 10.7176/JRDM/56-01

Publication date:June 30^th 2019