Socio-cultural determinants of female teachers' participation in leadership in public primary schools in Baringo District, Kenya

Abstract

The purpose of the study was to investigate socio-cultural determinants of female teachers' participation in leadership in public primary schools in Baringo District. Five research questions on social-cultural variables were formulated to guide the study. The first question sought to determine how patriarchal culture affects female teachers' participation in leadership. The second question sought to asses how gender stereotype affect participation of female teachers in leadership. The third question was to investigate how marital status influences female teachers participation in leadership.

The fourth question sought to establish how gender socialization process influences female teachers participation in leadership, while the last question examined how social responsibilities influences female teachers' participation in leadership of public primary schools in Baringo District. The review of literature focused on the concept of leadership in relation to school leadership, root causes of barriers to women leadership in education, gender issues in school leadership, patriarchal culture and how it affects participation of women in school leadership and also gender socialization in relation women's attitudes towards school leadership.

The study adopted a descriptive survey design. The method used in data collection was questionnaires. The researcher constructed different questionnaires for headteacher, teachers and TAC tutors. The target population was 117 head teachers, 936 teachers and eight TAC tutors. A sample size of 40 headteachers, 276 teachers and six TAC tutors was used in the study. Descriptive statistics such as frequency distribution, percentages, graphs, tables and charts were used to analyze the quantitative data collected for interpretation, aided by statistical package for social scientists (spss).

The major findings of the study revealed that women are faced with several challenges in taking up leadership positions. The family and the community were noted as hindering women from taking up leadership positions. Based on the findings of the study it was concluded that patriarchal culture and discouragement from family members hindered female teachers from taking up leadership positions, and that the community also devalued female leadership. The study concluded that gender family/domestic roles affected female teachers' participation in leadership.

From the research findings the researcher recommended that more women should be encouraged and supported to go for equal leadership positions as their male counterparts. It was also recommended that communities should be exposed to appreciate women leadership. Appointments should be based on affirmative action.