The Influence of Gender Stereotyping Dynamics on Appointment of Female Teachers as Secondary School Principals in Makueni Sub-county,  Makueni County, Kenya

John Munyao  Mulani; Prof. Pamela  Ochieng; Dr. Reuben K.  Kenei

doi:10.31686/ijier.vol8.iss6.2419

Authors

John Munyao Mulani

Mount Kenya University
Prof. Pamela Ochieng

Mount Kenya University
Dr. Reuben K. Kenei

Mount Kenya University

DOI:

https://doi.org/10.31686/ijier.vol8.iss6.2419

Keywords:

Gender stereotyping, appointment of female teachers as principals

Abstract

Female teachers play an important role in school management. However, their number in positions of school headship is low. The purpose of this study was to assess the influence of gender dynamics on the appointment of female teachers as secondary school principals in Makueni Sub-county, Makueni County, Kenya. The objectives were: to assess the influence of female teachers’ gender roles, self-perception, stereotyping and management training on appointment as secondary school Principals. The study was guided by The Pearson’s Theory of Gender Relations and Feminism Theory. Mixed methodology was applied and thus concurrent triangulation design was adopted. Qualitative data were analyzed thematically along the objectives and presented narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using linear regression analysis with the help of Statistical Packages for Social Science (SPSS Version 23) and presented using tables. The study established that gender stereotyping is a major hindrance to female teachers’ desire to seek to positions of headship. The study recommends that educational policy-makers to come up with policies that create positions for women to eliminate gender imbalance in education administration. Policy makers to come up with a curriculum that include gender issues for purpose of sensitizing the community on the social/cultural barriers which cause gender imbalance in education administration. The Ministry of Education should come up with a policy where attendance of workshops and seminars is a compulsory requirement for all teachers in order to build skills and knowledge on their careers and give women chances to compete favorably with men.

References

Aemero, A. (2005). Women’s Participation in Educational Management in Ethiopia. Addis Ababa: University of Addis Ababa.

Bynum, V. (2008). An investigation of female leadership characteristics. Doctoral dissertation, Capella University.

Chelimo, M., & Wasyanju, M. (2007). Challenges Faced by Women in Educational Leadership: Paper presented to K.A.E.A.M Conference 2007, Nairobi.

Chisolm, L. (2013). Gender and leadership in South African educational administration. Gender and Education, No. 13 pp. 387-99 DOI: https://doi.org/10.1080/09540250120081742

Court, M. R. (2012). Women challenging managerialism: devolution dilemmas in the establishment of co-Principalship in secondary schools in New Zealand. School Leadership and Management, 18 (3): 35-57 DOI: https://doi.org/10.1080/13632439869763

Creswell, J. (2014). Research design: qualitative, quantitative and mixed methods approaches. Thousand Oaks, California: Sage Publications.

Cubillo, L. & Brown, M. (2003). Women into leadership and management. Journal of Educational Administration vol. 41 (2003) p. 278-91 DOI: https://doi.org/10.1108/09578230310474421

Eagley, A. H. & Johnson, B. T. (2008). Gender and leadership style: a meta-analysis. Psychological Bulletin, 108(3): 233-256 DOI: https://doi.org/10.1037/0033-2909.108.2.233

Fiddler, A. & Atton, H. (2012). Gender Inequality in Leadership Positions of Teachers. British Journal of Sociology of Education vol.23, No. 2, pp.157-177). DOI: https://doi.org/10.1080/01425690220137693

Janet, P. & Magrit, S. (2002). The Principles of Feminist Theory. Oxford University Press.

Johnson, L. (2003). A Study of Women in Leadership and the Next Glass Ceiling. Doctoral Dissertation, University of Phoenix. Columbia.

Kuo, L. (2009). Principles of Management Theories and Practices. International Journal of Management Theory & Practices. Vol. (3), 234-255

Livingstone, J. (2014). Megatrends for female teachers. New York: Villard Books.

Muchungu. H. (2013). Gender Disparities and Higher Education in Kenya: Nature, Extent and Way Forward. The African Symposium, 4(1), 43-61.

Pearson, R. (2005). Theory of Gender Relations. Zed Books, pp.157-179. DOI: https://doi.org/10.4324/9780203996454-12

Republic of Kenya (2015). Ministry of Education Sessional Paper No. 1. A Policy Framework for Education Training and Research. Nairobi: Government Printer.

Wylie, V. (2002). Female teachers in community college leadership roles. ERIC Clearinghouse for Community Colleges.