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Women’s participation in educational leadership in selected High schools in Addis Ababa city administration
| Content Provider | Semantic Scholar |
|---|---|
| Author | Messele, Dereje |
| Copyright Year | 2013 |
| Abstract | The purpose of the study was to find and in barriers for women to enter leadership positions in selected secondary schools in Addis Ababa City Administration. It was intended to assess the institutional, domestic or personal as well as intra personal problem of women to inter leadership positions in educational institutions. In this regard; secondary schools in Addis Ababa City Administration were selected to be main focus area. The main beneficiaries or the study were secondary school female teachers, principals and deputy principal in Addis Ababa. A significant contribution was intended to be made with the findings to the main participants of policy makers at our levels. To extract their perception on the matter data gathering tools like the questionnaire and interview was considered appropriately. From the 56 secondary Schools in the ten sub-cities, twelve were purposefully selected from among 4 sub-cities .By using purposive sampling each sample element is selected for purpose. About 42% of the participants perceive those in principal ship positions to have both feminine of masculine characters while about 29% of them said that they perceived principals with character with assertiveness, aggression, high self esteem and self confidence or in short with masculine characters. While this is so 69% of them female teachers include this the study never aspired for leadership positions at the beginning of their career. Additionally, choosing from issues involved in recruitment and selection about 41% of the respondents said that it is the attitude of recruiters is the most influential. While, 32% claimed that the criteria for recruitment is not clear and understandable .And 32% said that ‘caring for children’ takes the upper hand for them, as a barrier to enter leadership positions followed by ‘getting married’. From among the personal barriers ‘educational background’ and ‘Childhood background’ of female teachers had taken the lead in influencing factors. Based on the findings it is recommended that policy makers, city Administration officer and immediate supervisors assert gender sensitive issues in the making of policies to hire or promote principals. CHAPTER ONE Introduction 1. 1. Background of the Study Educational leadership at the secondary schools and district level continues in most nation to be characterized by an underrepresentation of women .The last three decades have seen growing understanding of the primary causes of this underrepresentation .These include the continuation of long held societal attitudes that assume women make poor leaders ,direct harassment and exclusion of women in the work place in male dominated organizational situations ,and seemingly gender neutral policies that nevertheless prevent women who must balance work and family commitments from accessing leadership positions . The last three decades have also seen a growing understanding of the problems that the underrepresentation of women creates in any field of public decision making. These problems include the replication of existing work and organizational patterns reflecting male life and male employment preferences and expectations. Given the large numbers of women in the lower ranks of education in the country , their failure to progress in to decision –making and leadership roles must result in a lot of talent and experience to their communities and countries , in addition to raising social justices issues , yet , despite growing awareness of this problems and increased understanding of historical causes , progress towards gender equality in educational leadership paralleling the movement of women into the governing boards of public and corporate organizations , remain societal (BPA,1995). Education is the basic indicator showing the status of certain group in a society. The rate of enrolment and success determine income level, status, influence rate of mobility and confidence. In addition to the personal gains, education is considered to be the driving force behind economic, social, cultural development of a country (Emebet, 2006:15). Education emphasized both in Dakar and Beijing plat forms for action as a key to women’s empowerment. It expands women’s opportunities, enhances their capacity to develop their full potential, contributes to more equal gender relations ultimately enables women to benefit from development intervention (UN, 1996). The more educated a person is, it would be legible for acquiring leadership position. As women are educated, they would be capable of making decision, influencing other create, ideas and managing situations. While this lies true, traditionally management has been dominated by men. Women are having a trouble breaking in to senior level management. according to a survey of female managers across the united states, approximately half of the entry level managers and one fourth of middle managers today are women but upper management is still almost exclusively male (kinard, 1988:531-532). According to the 2004 Annual report of Addis Ababa city government education bureau, 13.9% of women are involved in the educational leadership position, and 86.01% of men are employed in leadership position in all subcities of secondary and preparatory schools of Addis Ababa. This indicates that the total number of women participation in educational leadership is too less relatively from male’s involvement. 1.2. Statement of the Problem The Beijing plat from for action considered the inequality between men and women in the sharing of power and decision making at all levels as one of the critical areas of concern for the empowerment of women. In most cases men come to be associated with commitment, dedication and careerism, thus men are the numerous and visible gender at the top leadership and management position in almost the entire sector worldwide (Whitehead, 2006). Women on the one hand remain marginalized from leadership and decision making structures of many countries in the world. Too often women leaders, never move beyond entry level supervisory positions. Few women that assume higher decision positions are numerically minority and usually face gender specific problem which are not common among men leaders (Collinson and Hearn, 2001). According to the United Nations’ world women report (2000), women’s share of the administrative and managerial labor force was less than 30% in all regions of the world in the year 2000. It also depicts that women’s share of leadership position is less than their total share of ht labor force. Women’s various discriminations and less participation in any sector development is an agenda of every country. Fundamentally, equality between men and women is a matter of human right and a condition for social justice, necessary and basic pre-requisite for equality, democracy, development, peace and good governance. Every human being has the right to participation is less in most development spheres but not as less as the leadership position. Traditionally, female leaders tended to show more relation oriented and democratic styles than men, where as male leaders show more task oriented and autocratic styles. The best leaders, however, were characterized at the time as those who integrated their task and relation orientations (androgyny) in their behaviors toward their colleagues and subordinates (Bass and Riggio, 2006:114). Ethiopian women’s participation in different social and developmental sector’s leadership is supported by international, continental, regional and national conventions and agreement, FDRE constitution, leadership theories and various above all, the government. Various factors that impede women’s participation were identified and recommended by many researchers, for example women’s participation in our country’s parliament, they covered 2.7% in 1887;1.7% in 1992;21.2% in 1997; and above 30% in 2002 elections (Meaza, 2009;42). Although it was stated in the 1994 education and training policy that special attention should be given to the participation of women in recruitment training and assignment teachers (TGE, 1994; 22). The number of women in professions decrease as the level of the positions increases from primary secondary and higher educational institutions. Based on the statistical data from the city government of Addis Ababa education bureau in the year 2005, the number of male and female government school teacher in the ten sub cities of Addis Ababa are 33.54% female and 66.46% males in the primary (1st cycle). 72.05% male and 27.95 females in the primary (2nd cycle)85.59. male and 14.40% female in the secondary 1st cycle, and 90.59% male and 9.41% female teachers in the secondary 2nd cycle. Though teaching is a profession that many women are involved compared to other professions, still their number is very few compared to men. This affects their appointment in educational leadership positions. Basic Questions 1. How did institutional barriers affect women teachers and in their pursuit of leadership positions in selected secondary schools in Addis Ababa? 2. How did domestic personal situations of women teachers in secondary schools of A.A affect their career advancements in relation to leadership? 3. Does women’s level of aspiration affect their participation in educational leadership management? 4. To what extent does sex role stereotyping affect women’s career advancement with their participation in educational leadership? 1.3. Objectives of the Study 2.3.1. General Objective The general aim of the study was to look in the barriers for women to enter leadership positions in selected schools of Addis Ababa city governments. 2.3.2. Specific Objectives • Find out the institutional barriers of women principals and teachers in secondary schools of Addis Ababa encountered in their purist of leadership positions. • Examine the degree to which domestic or personal situations of women principals in selected secondary and preparedly schools of Addis Ababa, |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://etd.aau.edu.et/bitstream/handle/123456789/4844/Dereje%20Messele.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
