Gender Factor in Decision Making: Challenges Facing Women Leadership Development in Primary Schools’ Managemnt in Kenya
The degree of attention given to women leadership in Education in Kenya has increased considerably in the recent years especially after the government introduced the affirmative action for both girls and women in education and employment in support of Millennium Development Goals, World Conventions, the Kenya Vision 2030 blue print for economic development and the Constitution of Kenya, 2010. In spite of all that, women are still underrepresented in leadership. Therefore, this paper presents a study on the Challenges facing women Leadership development in Kenya. The study was guided by Fullans’ theory of educational change combined with Riggs theory of Prismatic Society. The study utilised quantitative and qualitative methodologies and adopted a descriptive survey research design. The study was carried out in selected primary schools in Nandi County. Stratified random sampling and purposive proportionate sampling techniques were used to select the participants. District education officers, head teachers and teachers were the target population. The total sample was 364. Data was collected using questionnaires, interviews, and documents analysis. Descriptive statistics were used to analyse the data. The study found that good leadership is not specific to gender. The study found out that the respondents attributed female head teachers’ success to their traditionally perceived characteristics, such as caring leadership, multitasking and ability to develop good human relations. The respondents acknowledged that cultural practices and stereotyping may have influenced male Perceptions to women leadership in the past, but argued that good leadership is not specific to gender, but part of the qualities a person possesses, regardless of gender. The study concluded that, female Head teachers are effective and equal to their male counterparts and sometimes even more effective because they are caring, well organized, can multitask and are good at communicating and establishing good relationships with others. The challenges facing female teachers in leadership were identified as; lack of promotion since most of them had never been promoted, unequal advancement opportunities, motherhood responsibilities, and career immobility due to geographical immobility due to family responsibilities, lack of role models, dominance of males in the leadership network and lack of self esteem to seek the administrative posts aggressively. The study recommended that there is need to stop cultural practices hindering women from progressing into leadership. Women should challenge the traditional beliefs by negotiating domestic responsibilities, have self confidence and seek mentorship, training and coaching from other leaders. Finally the study recommended that teacher education and training should be structured to incorporate development of leadership knowledge and skills. Gender mainstreaming in educational organizations’ management should be prioritized so as to enhance capacity building and implementation of