Factors Contributing to Female Teachers Underrepresentation in Public Secondary Schools Leadership Positions in Sumbawanga Municipality-Rukwa Region, Tanzania
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This study sought to investigate the factors contributing to underrepresentation of
female teachers in leadership positions in public secondary schools in Sumbawanga
Municipality, Rukwa Region-Tanzania.The study was guided by Feminist Theory. The
study employed mixed research approach and convergent parallel research design. The
study sampled a total of 100 respondents comprising of 87 teachers, 5 heads of schools,
1 District Executive Officer, 1 Regional Officer, 1 District Education Officer and 5 head
prefects. Purposive sampling techniques were used to select students, heads of schools
as well as all education officers while simple random sampling was used to select
teachers. Questionnaire and interview guides were used to collect data. Statistical
descriptions and themes were used to analyse quantitative and qualitative data
respectively. The study found that individual factors such as negative attitude about the
process of promotion, lack of inspiration, lack of confidence and cultural beliefs as well
as lack of transparency in interviews and lack of proper structures to ensure female
teacher representation in leadership led to female teachers’ underrepresentation in
leadership positions. It was further found that female teachers were aware of the
responsibilities that come with leadership and the criteria for interview. Finally, the
findings established the following measures to overcome female teacher
underrepresentation in public secondary schools: that female teachers should pursue
higher education to be competitive, that affirmative action should be used in appointing
head teachers, female teachers need to build self confidence, the government should
encourage training of more female secondary teachers, that corruption and tribalism be
stopped, head teachers need to be consulted before promotion is accorded and
communities be sensitized against gender stereotyping. It was concluded that female
teachers are underrepresented in leadership positions because of individual factors and
lack of transparency in the promotional process and that female teachers were ready to
take leadership positions and this can be achieved by giving equal opportunities to
women who have the relevant qualifications. The study recommended that female
teachers should be encouraged to seek leadership positions, to further studies and that
the interview process should be transparent. Consequently, affirmative action should be
emphasized by the government and general governance be improved so as to build
female teacher confidence in seeking leadership position.
Keywords
Education Leadership