Female Teachers’ Perceptions about Assuming Leadership Positions in Schools: a Case of Warren Park District
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https://doi.org/10.68322/ajsid.45关键词:
female teachers, school leadership, perceptions, gender barriers摘要
This research on female teachers’ perceptions about assuming leadership positions in schools: A case of Warren Park District was conducted because women are reluctant to take on managerial posts. So far, little attempt has been made to disaggregate information to avoid wholesale generalizations; hence, this study explores women's reluctance to assume leadership positions in Warren Park District. This study was aimed at establishing factors that affect women’s participation in managerial positions in schools, assessing the perceptions of eligible female teachers about taking up leadership positions in educational institutions, establishing how confident eligible female teachers are in leading others in public primary schools, and identifying the major challenges that women encounter in their quest to get to leadership positions in public primary schools in Warren Park. The researcher utilized a mixed research strategy during the course of this study. In the study, the researcher chose the pragmatic research approach, which employs both quantitative and qualitative methods of data collection as a complement in the way data is analyzed. A case study research design employing the mixed methods approach was used in carrying out this research in an attempt to assess women’s reluctance to assume leadership positions in schools in Warren Park District. The target population from which the sample of participants was selected was 100 female teachers who were eligible for managerial posts in Warren Park District. The researcher utilized the Krejcie and Morgan (1970) method to determine 100 respondents. Random sampling enabled participants to be independently selected one at a time until the desired sample size was achieved. The researcher utilized both questionnaires and an interview guide. In this study, it was established that factors such as family responsibilities affect acceptance of a managerial post. Respondents believed that managerial positions were best suited for men. Most respondents noted that women are confident and eligible to lead others. Respondents noted that management jobs can be challenging, but they are able to handle such pressure. In this study, it has been noted that in most cases, when women aim to attain certain leadership posts, they will not get support from other male leaders or peers. On the other hand, the element that hinders female teachers' participation in school leadership is the inappropriate implementation of the provision of methods, which in turn was not successful in bringing more female teachers into school leadership. This was due to the fact that there were not enough female teachers in school leadership positions.
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