DETERMINANTS OF FEMALE TEACHERS PROGRESSION TO EDUCATIONAL LEADERSHIP IN PUBLIC SECONDARY SCHOOLS IN GARISSA SUB-COUNTY, KENYA

Abstract

The purpose of the study was to investigate the influence of selected determinants of women teachers’ leadership progression in public secondary schools in Garissa sub-county. The specific objectives were to examine the influence of cultural factors and gender role stereotypes on women progression in leadership. The research was carried out in 9 public secondary schools in Garissa sub-county. The target population was 9 principals and 54 heads of departments. The study was based on social feminist theory and the research utilizes quantitative and qualitative approaches that adopt survey research design. Census method of sampling was used to select the participants. The researcher collected quantitative and qualitative data by use of questionnaires and interviews respectively. Principals of the schools were subjected to interviews while heads of departments were issued with questionnaires. Quantitative data was analyzed using Pearson correlation while data from interviews was analyzed thematically. Validity of interviews was ascertained with the help of supervisors while for the questionnaire’s reliability was tested by use of Cronbach Alpha index that gave 0.72. The findings revealed that cultural beliefs and gender role stereotypes remain barriers to women teacher’s progression to leadership in Garissa sub-County at the rate of 38.2% (r = .382) and 37.4% (r = .374) respectively. This study recommends that the government with stakeholders should consider advocacy paradigm against bias traditional beliefs and gender stereotypes in the county.

Key Words: Cultural Factors, Gender Role Stereotypes, Women Progression in Leadership, Garissa Sub-County, Kenya