WOMEN’S PARTICIPATION IN EDUCATIONAL LEADERSHIP: CURRENT

STATUS AND CHALLENGES, IN GOVERNMENT PRIMARY SCHOOL OF

GUMAY WOREDA, JIMMA ZONE

BY: - AMINA JEMAL

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCE

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

OCTOBER, 2019

JIMMA, ETHIOPIA
WOMEN’S PARTICIPATION IN EDUCATIONAL LEADERSHIP: CURRENT
STATUS AND CHALLENGES, IN GOVERNMENT PRIMARY SCHOOL OF
GUMAY WOREDA, JIMMA ZONE

BY: - AMINA JEMAL

ADVISOR: - MITIKU BEKELE (PHD)

A RESEARCH PAPER SUBMITTED TO JIMMA UNIVERSITY,

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS OF MASTER OF ARTS
IN SCHOOL LEADERSHIP

OCTOBER, 2019

JIMMA, ETHIOPIA
 APPROVAL SHEET

JIMMA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCE

DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

WOMEN’S PARTICIPATION IN EDUCATIONAL LEADERSHIP: CURRENT STATUS

AND CHALLENGES, IN GOVERNMENT PRIMARY SCHOOL OF GUMAY WOREDA,
JIMMA ZONE

AMINA JEMAL __________________ ________________

Name of Student Signature Date

Approved by:

1. DR. MITIKU BEKELE ___________________ _________________

Name of Major Advisor Signature Date

2. DR. GETACHEW HILUF ___________________ __________________

Name of Coo-Advisor Signature __________________

3.___________________ ___________________ __________________

Name of Internal Examiner ____________________ __________________

4.____________________ ____________________ __________________

Name of External Examiner _____________________ __________________

5.____________________ _____________________ ___________________

Name of Chairman, _____________________ __________________

6.____________________ ______________________ __________________

Name of Chairman, Signature Date

ACNOWLEDGEMENTS
First of all I want to thank Allah for the help he provided so that I can finish my studies. I extend
heartfelt thanks and appreciation to my advisor Mitiku Bekele(PHD) and Co-advisor Getachew
Hiluf (PHD) , who assisted and spent their valuable time guidance,conistructive comment and
advice to carry out over all activities of research for the success of completing the studies. I also
extend my sincere appreciation and gratitude to my husband Firew Bekele for his support,
encouragement all effort he contributed to overcome various challenges. Finally I would like to
thank woreda education office, school principals and teachers who collaborate in data collection
process and providing necessary support.

i
Table of contents
ACNOWLEDGEMENTS ................................................................................................................ i

Table of contents ............................................................................................................................. ii

List of tables .................................................................................................................................... v

ABBREVIATIONS AND ACRONYMS ...................................................................................... vi

ABSTRACT .................................................................................................................................. vii

CHAPTER ONE ............................................................................................................................. 1

INTRODUCTION .......................................................................................................................... 1

1.1. Background of the Study .................................................Error! Bookmark not defined.

1.2. Statement of the Problem ..................................................................................................... 4

1.3. Objectives of the Study ........................................................................................................ 7

1.3.1. General Objective .......................................................................................................... 7

1.3.2. Specific Objectives ........................................................................................................ 7

1.4. Significance of the Study ..................................................................................................... 7

1.5. Delimitation of the Study ..................................................................................................... 7

1.6. Limitation of the Study ........................................................................................................ 8

1.7. Organization of the Study ...................................................Error! Bookmark not defined.

1.8. Definition of Key Terms ...................................................................................................... 8

CHAPTER TWO ............................................................................................................................ 9

REVIEW OF RELATED LITERATURE ...................................................................................... 9

2.1. Concept of the leadership ..................................................................................................... 9

2.2. The Concept of Educational Leadership ............................................................................ 10

2.3. Females and leadership .......................................................Error! Bookmark not defined.

2.4. Gender Difference in Social Behavior ............................................................................... 11

2.5. Gender and Leadership........................................................Error! Bookmark not defined.

ii
 2.6. Gender Streotypes .............................................................................................................. 13

2.7. Gender and Leadership Styles ............................................................................................ 15

2.8. .............................................................................................Error! Bookmark not defined.

2.9. ............................................................................................................................................ 16

CHAPTER THREE ...................................................................................................................... 24

3. RESEARCH DESIGN AND METHODOLOGY .................................................................... 24

3.1. Research design .................................................................................................................. 24

3.2. The Research Method......................................................................................................... 24

3.3. Study Area .......................................................................................................................... 25

3.4. Source of Data .................................................................................................................... 25

3.5. Population of the Study ...................................................................................................... 25

3.6. Sample and Sampling Technique ....................................................................................... 25

3.7. Data collection Instruments ................................................................................................ 26

3.7.1. Questionnaires ............................................................................................................. 26

3.7.2. Interview ...................................................................................................................... 26

3.8. Method of Data Analysis.................................................................................................... 27

3.9. Ethical Considerations........................................................................................................ 27

CHAPTER FOUR PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ..... 28

4.1. Respondents view on the status of women participation in government primary school
Principal ship ............................................................................................................................. 30

4.2. Respondents view on the extent of female teachers effectiveness in leadig primary school
................................................................................................................................................... 35

4.3. Respondents view on the challenges of women participation in government primary

school Principal ship ................................................................................................................. 40

4.4. Respondents view on strategy to overcome challenges of women participation in

government primary school Principal Ship? ............................................................................. 46

iii
CHAPTER FIVE .......................................................................................................................... 53

SUMMARY, CONCLUSION AND RECOMMENDATION OF THE FINDINGS .................. 53

5.1. Summary ............................................................................................................................ 53

5.2. Conclusion.......................................................................................................................... 57

5.3. Recommendation ................................................................................................................ 58

REFERENCE ................................................................................................................................ 60

Appendices .................................................................................................................................... 63

iv
 List of tables
Table 1: Population and sampling Technique ............................................................................... 26
Table 2: Demographic Characteristics of Respondents ............................................................... 29
Table 3: The status of women participation in government primary school principal ship ......... 30
Table 4: The Extent of female effectiveness in leading governent primary school...................... 35
Table 5: Challenges of women participation in government primary school Principal ship ........ 41
Table 6: The strategy to overcome challenges of women participation?...................................... 47

v
ABBREVIATIONS AND ACRONYMS

CEDAD-Convention on the elimination of all forms of discrimination against women

ESDP-Education Sector Development Program

ILM-Internal Labour Market

MOE-Ministry of Education

MOWA-Ministry of Women’s Affairs

MOWCYA-Ministry of Women and Children and Youth

SPSS- Statistical Package for Social Science

TGE-Transactional Government of Ethiopia

UDHR-Universal Declaration of Human Right

WEF-Women Economic Forum

vi
ABSTRACT
The overall objective of this study was to assess the status women’s participation in primary
schools of Gumay woreda Jimma zone. To conduct this study, descriptive survey method was
employed. The participants of this study were 119 teachers selected by using simple random
sampling technique the 17 school principals 1 woreda education officials were also involved by
availability sampling technique. The data were collected by using questionnaire and interviews.
Both quantitative and qualitative research method was used. Methods of data analysis were
employed in order to reach at the findings ought to explore the status of female participation in
government primary school, to investigate factors that hinder women’s participation and to
identify the strategy that enhance women’s participation. To analyze the data SPSS version 20
was used and presented in to table, percentages, and means. Majority of the respondents
64(53.7%) voiced that: schools needs to encourage female teachers to come to educational
leadership areas, schools may give chances to female teachers to participate in decision making
positions such as school committees, unit leaders, heads of department, mentors, and internal
supervisors and so on: schools recommended to have women empowering strategies like short
and long term training. Finally the research comes up with the following major findings. Lack of
confidence, lack of support from family and most leadership position dominated by men. This
study findings agree the overall recommendations of the study was the government, society and
the stakeholders should give great emphasis to work on women leadership, since the country’s
half of the population is women, wastage of women resource should be minimized. Based on the
finding of the study the researcher recommended that the woreda education office should identify
and create conducive environment, such as improving school administration, educational
facilities and taking strong student discipline measure.

vii
 CHAPTER ONE
1.1. INTRODUCTION
Background of the Study

The right of women to participate in decision making positions at all levels of public office is
well indicated in different sources such as documents in human rights convention on the
elimination of all forms of discrimination against women (CEDAW) . The constitution of federal
democratic republic of Ethiopia and the national policy of Ethiopia also ensure gender equality in
decision making positions.

The challenge of women’s leadership participation is the result of various factors such as socio-
cultural factors that progressed through life process. Among the major barriers or challenges,
socialization is a chronic factor that caused a great impact on women’s leadership role. Even
though women are given the title of educational leaders, they still confront more barriers to
overcome the challenge.

Women leaders‟ got neither the status nor respect for their position. Their mind set and
psychological makeup is dominated by “gender appropriate” jobs due to the effect of
socialization since their child age and established experience. This socialization caused self-
limitation of women and affects their leadership participation role in education and any other
field of leadership (Aretha and Sandra, 1993).

The presence of women in leadership position in Education provides a gendered perspective on

educational change and department to insure social justice through gender equality at leadership
and decision making levels. The presence of women in leadership roles at primary school level
and above provides to sensitivity within schools for the wellbeing of adolescent girls and
provides girls beginning to consider carrier choices with role models of decision makers and
leaders (Sperandio, 2006).

Barriers that hinder women from leadership participation are categorized into two, in terms of
socio-cultural factor. These categories are internal and external barriers. Both barriers still persist
and active affecting the leadership participation of women (Aretha,1993).
Internal barrier is manifested and developed in social activities and interactions as follows.

1
Socialization at Home

Most people go to their daily life without being aware about who they are and how they could
be what they are. The impression or the perception towards ourselves strongly influenced by
what we have been taught and life experience we have had in the process of Socialization and
exposure to our immediate environment (Aretha, 1993).

Socialization at School

As Aretha (1993) indicated, socialization at home also has a great influence on the perception
and attitude of women about themselves. Deliberately or un-deliberately, schools reinforce
behaviors of feminine or masculine. This establishes the “gender appropriate” division of labor
that continues in affecting the later life and career of women in leadership and any other careers.

External barrier is manifested in the form of formal screening and informal screening during the
recruitment of leaders and this directly or indirectly hinders women from participation in
educational leadership. The criteria are deliberately designed to favor male candidates for school
principal ship than women. For example, administrative and leadership experiences are
purposely included with high credential to marginalize women from the competition. Because, it
is mostly men, who meet these complete criteria than women. This is associated with the
accessibility of men than women to have the necessary credentials together with administrative
experience that enables men to be selected as school principals while women’s accessibility to
these credentials is less than men.

Most women have longer teaching experience than men. But less rating value is given to the
service and more to credentials and administrative experience. Women participated in
educational leadership (principal ship) in primary schools or any other level operates in male
dominated fields, where discrimination of appropriate leadership was based on male model.
School structures, schedules and job arrangements were fashioned in men model without
considering women’s professional and household maternal dual responsibility (Ellen Wexler
Eckman, 2004). Except the individual or behavioral difference of style of leadership, women and
men equally accomplish their leadership duty efficiently.( Cavallo, 2001).Gender related
research has found little difference between men and women in their leadership performance
effectiveness (Cavallo, 1996).

2
When we compared women and men, women in Ethiopia are clearly in a disadvantageous
position in all respects; they benefit less from social services and hold inferior positions in all
economic; political, social, and cultural affairs. For example, statistics show the existence of
more illiterate women than men. (51% men and 66% women) and women are less represented at
all levels of education, especially in higher education (MOE, 2014/2015)

In this connection, different studies indicated the low status of women in developing countries in
general and in Ethiopia in particular (Almaz, 1991; Hirut, 2004; Makuria et al., 2005). They have
been denied equal access to education, training, and gainful employment opportunities, and their
involvement in policy formulation and decision making processes has been minimal. Obviously,
women play a vital role in the community by taking care of all societal activities. However, they
do not enjoy the fruits of their labor and suffer from political, economic, societal, and cultural
marginalization. According to Meaza (2009), although there are many women who have played
important political and leadership roles in the history of Ethiopia, only few are visible in the
existent literatures (Meaza, 2009). The same source has indicated that women have played
important political roles mostly by wielding proxy power through birth or marriage.

The elements that are mentioned above affect women’s participation in educational leadership all
over the world and also may affect women’s leadership participation in Gumay woreda
extremely. Although the policy that contributed to women’s affairs that empower women’s in
educational leadership

In Gumay woreda there are 34 primary schools with 34 principals, 35 vice principals and 6
cluster supervisors. According to Gumay woreda Education Office (2018) report, the proportion
of women in educational leadership position is 8.5%. In practical terms this indicates that they
are underrepresented (less inclusion in leadership). As far as the knowledge of student researcher
is concerned, no study was conducted in Gumay woreda to assess the status of women
participation in educational leadership positions and hindrance of the expected success.
Therefore, the researcher is interested in investigating the major factor for low women’s
participation in educational leadership in Gumay woreda of Jimma Zone in Oromia Regional
State

3
1.2. Statement of the problem

Women’s right to equal participation in all aspects of the education and training system should
unanimously include their active involvement in the teaching profession as well as in the
management and leadership positions. , women’s scarcity in managerial and decision making
positions is a global phenomenon. Specifically, educational leadership at the primary schools and
district level continues in most nations to be characterized by under-representation of women.

Ethiopia’s case is not exceptional. The number of women in administrative and leadership
positions in the country remains extremely low in all administrative areas in general and schools
in particular. In the case of school leader ship; it goes decreasing as one move from primary to
secondary schools and institutions of higher learning.

Research conducted on status of women at educational leadership states that the reasons for
under- representation of women are: the socialization and stereotyping, internal barriers such as
one’s lack of confidence, lack of competitiveness, and fear of culture. The other concern is the
culture and traditions affecting the ways in which women can operate within the society.
(Cubillo& Brown, 2003). Some works also indicate lower female education leads to fewer
women teachers and role models and eventually fewer female administrators (Jackobish, 2012).

In educational setting while women hold the teaching staff position, men dominates the highest
position of educational leadership (Moe, 2008). Women’s under-representation in leadership
positions may be attributed also to women’s own decision not to apply for promotion for a
variety of reasons, such as lack of necessary aspirations, lack of awareness of the promotion
system and a lack of confidence that they will succeed, gender-based socialization, fear of
failure, and lack of competitiveness (Acker, 1989; Coffey and Delamont, 2000; Limerick and
Anderson, 1999). Promoting women’s access to leadership positions is particularly significant in
the education system, because, not only that it helps to enhance gender equality in the education
sector; but it also creates female leaders who can be role models to thousands of school girls.

According to some researchers like Smith, Holey and Swediski (in Aretha B, 1993), women
school directors to the contrary have registered effective and better leadership performance than
men in various school functions like, building positive school climate, perceiving and solving
problems, facilitating positive schools and community relationships, anticipating potential

4
problem situations and making effective decisions, proper management of school finance and
handling disciplinary issues. (ESDP – V 2015) increasing the share of females in teaching and
leadership positions are also key issue to be considered for promoting girls role modeling.

The national Ethiopian policy on women underscores the critical importance of enhancing
gender equality in all spheres of life through gender mainstreaming. Accordingly, the Education
and Training Policy of Ethiopia (Transitional Government of Ethiopia [TGE], 2004) stated that
education will be geared towards reorienting society's attitude and value pertaining to the role
and contribution of women in development. It has further underscored that special attention to be
given to the participation of women in the recruitment, training and placement of teachers, and
specified that educational management will be democratic, professional, and will encourage the
participation of women

It is in response to these policy pledges that widening the educational opportunities of girls and
women has been the central policy agenda in Ethiopia. The Federal Democratic Republic of
Ethiopia demonstrated its firm commitment to the equitable socioeconomic development of
women with the establishment of the National Policy on Women in (1993) and the promulgation
of the new Constitution in (1995). The National Policy on Women aims to institutionalize the
political and socioeconomic rights of women by creating appropriate structures in government
institutions.

In line with this Ethiopia’s critical areas of concern are poverty and economic empowerment of
women and girls, human rights of women and violence against women and girls, education and
training of women and girls, institutional mechanism for the advancement of women,
empowering women in decision making, women and environment and reproductive rights and
health including HIV/AIDS. In general, Ethiopia has made remarkable achievements in
promoting gender equality in participation, particularly at the primary education level.

The institutional mechanisms for the advancement of women in the country have evolved over
time in terms of structure, capacity and leadership .This includes decisions 471/ 2005 and
691/2010 which called on the establishment of ministry of women’s Affairs (MOWA) and
ministry of women, children and youth (MOWCYA) respectively. The capacity of the women’s
civil servants to act as catalyst for the advancement gender policy and the implementation of

5
laws has increased significantly over course of the latest decade, particularly at federal level. On-
going program to develop sector-specific mainstreaming guideline and gender audit demonstrate
(MOWCYA) increase capacity to carry out its mandate and coordination function, which is
further supported. Regional ministries of women Affairs Among other achievement include the
implementation of gender responsive budgeting by gender directorate of Finance and Economic
Development (MOFED) and the development of gender mainstreaming guidelines and the
appointment of inter-departmental gender focal persons. The prioritization of gender equality by
the department and the ministries and consequently allocation of adequate resource for this
purpose remains challenging.

In spite of policy instruments and the commitment in to significantly increase the proportion of
female teachers and leaders in the education system, their participation is still considerably low.
Despite, the government policy emphasis towards women’s participation in leadership; there is
an indication that some challenges that impede women’s participation in leadership are not
totally eliminated. According to Gumay woreda Education Office (, 2018) report, the proportion
of women in educational leadership position is 8.5%. This indicates that they are
underrepresentation(less inclusion in leadership. As far as the knowledge of the student
researcher is concerned, no study was conducted in Gumay woreda to investigate the status of
women participation in educational leadership positions and barriers for women to enter
leadership positions. Hence, this study is designed to assess the status women’s participation
in educational leadership in government primary schools of Gumay woreda. Accordingly, the
study will be guided by the following basic questions:

1. What is the status of women participation in primary school leadership in Gumay

woreda?
2. To what extent are female teachers effective in educational leadership in primary Schools
of Gumay woreda?
3. What are the challenges /factors/ that women teachers encounter in their pursuit of
leadership positions in primary schools of Gumay Woreda?
4. What should be done in the future to overcome these challenges?

6
1.3. Objectives of the study

1.3.1. General Objective

The main objective of this study is to assess the status of women’s participations in educational
leadership in primary schools of Gumay woreda of Jimma zone.

1.3.2. Specific Objectives

 To assess the status of women’s participation in primary school of leadership in Gumay
woreda
 To investigate the effectiveness of women in leading primary school
 To identify factors that affects the participation of women in the educational leadership of
primary schools of Gumay woreda.
 To suggest some strategies in order to overcome challenges that women encounter in
their pursuit of leadership positions in primary schools of Gumay Woreda.

1.4. Significance of the Study

The result of this study is important for female teachers, for school heads, women’s and children
affairs Gumay woreda, for educational office of Gumay woreda and for the school principals
Gumay primary schools. Since the result of this study will provide them important information
about the women participation in educational leadership in primary schools. On the basis of the
information that was obtained from the results of this study they were plan on how to increase
the participation of women in educational leadership in the primary school. Additionally, the
result of this study was used as the source of information for the future researchers who was
interested to conduct research on in this area

1.5. Delimitation of the Study

As stated earlier this study focuses on assessing the status of women’s participation in
educational leadership. Thus, the researcher in the study is direct to confine its work to specific
geographic and administrative boundary of Jimma Zone, Gumay Woreda. Therefore, the study
mainly focused on the geographic and administrative area mentioned above, for prevalent
matters of time, materials and practical constraints regarding the issue.

7
1.6. Limitation of the Study
The major problem encountered in this study relates to the process of data collection. There was
tremendous reluctance among participants i.e. teachers to fill in the questionnaires and to be
interviewed. Similar problems among the principals and participants chosen to be interviewed, It
was also noted that some of the teacher respondents showed some carelessness in filling the
questionnaires. The other limitation of this study was during result analysis comparing the
respondents were a little bit difficult. To solve the problem, the researcher closely approach with
school directors, vice directors and teachers. In addition to this the researcher contact with
teachers, directors and vice directors to get their collaboration.

1.8. Definition of key terms

Affirmative Action: refers to a system designed to expand opportunities to women and peoples
to remedy past and present day discrimination.
Educational Leadership: The term means any person charged with the responsibility of
planning, coordinating and directing people, a department or an organization, in this case a
primary school.
Feminist perspective: This term is perceived as that standpoint which maintains that women
and men have equal potential to develop themselves in all spheres of life but that the realization
of women‘s potential is hampered by externally imposed constraints and influence of social
institutions and values.
Women Participation: The term refers to the provision of equal opportunity to women to take
part in the leadership and decision-making and leadership of education institutions.
Representation of women in educational le
Socialization: Is the process of inculcating habits, norms and total make up of an individual,
since birth and in life process by family,society,schools and group consciously or unconsciously
Principal: The head administrator of a school, especially a grade school or high school

8
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1. Concept of the leadership

Although many definition of leadership exist, (Hughes, et al; 1999) defines leadership as the
process of influencing others towards achieving group goals. They describe leadership is both a
science and an art. Because leadership is an immature science, researchers are still struggling to
find out what the important questions in leadership are; we are far from finding conclusive
answers to them. Even those individuals with extensive knowledge of leadership research may be
poor leaders; knowing what to do is not the same as knowing what to do is not the same as
knowing when, where, and how to do. The art of leadership concerns the skill of understanding
leadership situations and influencing others to accomplish group goals.

Hersey, (2001) as the management writers define that leadership is the process of influencing
the activities of an individual or group in efforts toward goal achievements in given situation.
From this definition of the leadership, it follows that the leadership process is function of the
leader, the follower and other situational variables.

Johnson and Johnson, (2003) define leadership as the process through which leaders exert such
influences on other group members. Throughout your life you will lead others land be led by
others, providing leadership and following someone else’s leadership pervade all aspects of life,
including work, school, play and citizenship. Whatever the actions taken, leadership involves
social influence.

Instructional leadership definition: According to (Hoy and Miskel, 2008, p.433) “instructional
leadership is a particular form of leadership that emphasizes the improvement of teaching and
learning in school’s technical core”. “an instructional leader has a sense of purpose and a broad
knowledge of the educational process and learning theories she’s a risk taker, and has people
skills and unlimited energy” (McEwan, 2003,p.17). Leadership also involves many specific
activities such as creating a vision which motivates followers to action. Koontz, et al. (cited in,
MOE, 2004:2) forward the most comprehensive definition of leadership as the art or process of
influencing people so that they will strive willingly and enthusiastically towards the achievement

9
of group goals they put influence as a key Concept in the definition, and state that the source of
influence may be the position a person has in a formal organizational structure or recognition and
respect given to a person due to his/her professional or social acceptance in a group.

Terry and Franklin (2003:327) mention that a leader influences subordinates based on one or
more of five source of power: coercive, reward, legitimate, expert and referent. Where the first
three are formal organizational factors and the last two are personal elements that contribute to
the strength of a leader. All these theories used influence and vision as important aspects of
leadership.

2.2. The Concept of Educational Leadership

According to Tarnve (2000) educational leadership is the Continuous work of mobilizing People
to believe and behave in regard to shared vision that result in high achievement for every child. It
is the ability to support people in doing inquiry about the result of their works honestly, without
the fear of blame and judgment. In other words Educational leadership is primarily concerned
with educational purpose of guiding and directing teaching and learning to improve educational
outcomes for all students (Liyod, 2009). Besides, educational leadership influences and manages
pedagogical goals and Visions undermining instructional program to promote teachers learning
and development for students ‘improvement (Liyod, 2009).

Tarnve in Essayas (2012) further argues educational leadership that enhances students ‘outcomes
through the creation of an environment where learning permits the Organizational culture.
Besides he states as: I believe that the core work of teachers is seeking to promote quality
learning for all children that all management tasks serve that core work‖. Educational leadership
is a connected and crucial issue of what is meant by successful, quality school for the present and
future.

Sergiovanni (Cited in Harris, et al, 2003:1), has indicated the dependability of school success on
effective leadership and stated that. Tomorrow’s schools success will depend up on the ability of
leaders to harness the capacity of locals, to enhance sense and meaning and to build a community
of responsibility. Again, Warren & Benn’s, (2003:54) has argued that thus, one may say that
effective leadership is at the core of every successful organization. In broader context

10
2.3. Females and Leadership
Good school administration is more attuned to feminine than masculine modes of leadership
behavior. Female attributes of nurturing, being sensitive, empathetic, intuitive, compromising,
caring, and cooperative, accommodative are increasingly associated with effective
administration. While these characteristics are innate and valuable, women possessing the
qualities of a good leader still face higher attrition and slower career mobility particularly in
educational administration (Porat, 1991). Data on equality of opportunity in educational
administration reveals that gender, more than age, experience, background, or competence
determines the role an individual will be assigned in education (Whitaker & Lane, 1990).

Transformational Leadership associated mainly with women are increasingly praised for having
excellent skills for leadership and, in fact, women, more than men, manifest leadership styles
associated with effective performance as leaders(Eagly, 2007:1). Unlike men women have
Therefore; the researchers strongly support this idea from the fact that if this quality of females
‘leadership is potentially released to school environment and provided that female access to
leadership, they contribute their quality of leadership to schools.

Moreover, writers of popular books on leadership have argued that effective leadership is
congruent with the ways that women lead (Helgesen, 1990; Rosener, 1995). For example,
Rosener (1995) labeled women‘s leadership as interactive, involving collaboration and
empowerment of employees, and men‘s leadership as command and control, involving the
assertion of authority and the accumulation of power

Even though, some writers stated women’s effective leadership is attributing to a

transformational leadership style which frequently brings effective leadership; there is a lack of
women in higher level of leadership (Eagly, 2007). In this regard considerable research could be
conducted so as to identify the barriers that cause female underrepresentation in educational
leadership.
To different authors men and women are quite different in the ways that they lead. While men
relying on somewhat antiquated leadership style that does not fit the needs of most contemporary
organizations (Aburdene and Naisbitt (1992) described in their book, Megatrends for women,
behaviors that characterize women‘s leadership. Communal qualities, democratic and

11
participatory, typically focusing on relationships and creating positive working atmospheres
(Eagly and Johnson, 1990).

Gillet-Karam (1994), on the other hand, used four behaviors: (a) a vision behavior -in this
category, women leaders would take appropriate risks to bring about change; (b) a people
behavior women leaders provide care and respect for individual differences; (c) influence
behavior women are acting collaboratively; values behavior in which women leaders spend
time building trust and openness (Getskow, 1996). No matter how the leadership behaviors of
women are delineated, the fact is that women do possess the capabilities and skills to be
excellent educational leaders. Gross and Trask (1976) listed capabilities of women in leadership.
2.4. Gender Differences in Social Behavior
Expectations for women and men are still so different in some domains that observers are
surprised, even shocked, when an individual woman or man "crosses the line" to behave in a way
that is thought normative for the other group. Women and men are, in fact, often described as
"opposite sexes." How different are we really? A look around Ethiopia quickly shows that, in
terms of how we spend our time, women and men are very different indeed: Women do most of
the housework, men play most of the football, women do most of the typing, men run most of the
corporations, women do most of the child care, and men commit most of the violent crimes.
Small wonder if the casual observer were to conclude that human males and females differ
dramatically in abilities, motivation, and temperament. However, an observed gender difference
in behavior can often be shown to result from a complex interaction between characteristics of
the individuals involved and characteristics of the social environment.

The observation that men commit more violent crimes than women cannot automatically be
interpreted as proof that males are always and under all conditions more aggressive than females;
the fact that women do most of the child care does not itself prove that women are generally
more nurturing than men. This section surveys the research evidence for the existence of gender
differences in several areas of social behavior: aggression, influence ability, dominance,
nurturance, empathy, and altruism. These particular behavioral areas are chosen partly because
they are all aspects of the qualities stereotypically assigned to women and men in our society.

12
Men are supposedly more aggressive, dominant, and independent of influence than women are;
women are believed to be more nurturing, empathetic, and altruistic than men are. Perhaps
because each of these qualities is stereotypically either feminine or masculine, they have been
the focus of a good deal of research aimed at exploring gender differences. Our overview of this
research will show, however, that while large gender differences sometimes exist in the
probabilities that people will perform particular behaviors, sweeping statements about general
differences, such as "Women are more altruistic than men," are usually difficult to justify. What
do we know about the differences and similarities between women and men? The research
provides us with limited answers. Despite the popular habit of referring to women and men as
"opposite sexes," psychological research finds little

2.5. Gender and Leadership

Socialization and culture influence perceptions of women‘s leadership qualification and
effectiveness. Eagly and Carli explored the mental associations of leaders based on gender,
noting that gender prejudice aligns with social constructions of masculine and feminine based on
cultural perceptions and influences. Associations develop, with women often associated with
communal qualities of compassion, affection, and gentleness, and men associated with agentic
qualities of assertion, self-confidence, and dominance. Prejudices may result when mismatches
or role incongruity between stereotyped attributes of women traverse the leadership roles they
fill. Thus, favoritism toward male over female leaders may develop. Women may be accused of
being too pushy or too soft.

According to leadership research, a woman who leads with behaviors traditionally perceived as
masculine may find herself at a disadvantage. Women who are feminine may be perceived as
less competent, causing a double bind of mutual exclusivity between the two, creating a delicate
balancing act. For example, Hillary Clinton, who is often dismissed as being too masculine in her
leadership behavior, has also been criticized for showing emotion, such as during the 2008 New
Hampshire primary when she teared up during a question and answer session.

Cultural expectations also contribute to the notion that women should be polite in every
situation. Furthermore, when an incongruity exists between gender role and leadership role,

13
prejudice often results, which may account for why it is more difficult for women to become
leaders and achieve success than for their male counterparts.

2.6. Gender Stereotypes

Genders stereotypes can for mentioned and demand a great amount of focus in the discussion of
women and leadership. Be very powerful obstructions to female leaders as well as their
organizations. Awareness and activation of gender stereotypes begins as early as childhood and
are well developed for most children by the first grade (Paludi, 2008). Stereotypes learned early
in life form the basis for implicit gender stereotypes (Rudman & Phelan, 2010). Implicit gender
stereotypes automatically associate men and women with various traits (e.g., men as agnatic and
women as nurturing) and can become internalized by the individual leading to implicit self-
concepts (Rudman & Phelan, 2010). Implicit self-concepts become exacerbated when women are
exposed to stereotypic ads and ideologies. This effect was demonstrated by Davies, Spencer, and
Steele (2005), after priming women with stereotypic television ads focusing on female
stereotypes (e.g., irrational, emotional, weak, indecisive).

Priming women with these stereotypes caused a decreased desire to pursue a leadership role and
influenced their ability to imagine themselves as successful in traditional male roles (Davies et
al., 2005; Rudman & Phelan, 2010). Similar effects of implicit gender 38 stereotypes and the
influence of priming gender stereotypes have also influenced children’s career aspirations and
beliefs (Burger, Abbott, Tobias, Koch, Vogt & Sosa, 2007). Children’s activation of their gender
stereotypes are commonly manifested in the types of occupations they consider for themselves.
Girls typically tend to choose occupations such as nurse, teacher, or flight attendant.

In contrast, boys tend to consider occupations such as police officer, truck driver, architect, or
pilot. A restriction of occupational aspirations is also evident in girls, specifically in the domains
of math and science (Burger et al., 2007). Ilene Lang, president of Catalyst, also addressed the
dangers of gender stereotypes in organizations as she states: When companies fail to
acknowledge and address the impact of gender stereotypic bias, they lose out on top female
talent...Ultimately; it’s not women’s leadership styles that need to change. Only when
organizations take action to address the impact of gender stereotyping will they be able to
capitalize on the “full deck” of talent (Catalyst, 2007, p. 24). The effects of gender stereotyping

14
also manifests itself in the perceptions individuals maintain regarding female leadership
effectiveness.

2.7. Gender and Leadership Styles

The examination of gender‘s impact on leadership style is another area that has been widely
researched. Much of this research was conducted on the more common distinction between task-
oriented styles (or initiation of structure) and interpersonally-oriented styles (also labeled
consideration), and the dimensions of democratic versus autocratic (similar to the dimensions of
participative and directive). Previously, Eagly and Johnson (1990) cited in Gibson (1995)
conducted a meta-analysis of gender and leadership style that examined studies comparing men
and women on task and interpersonal styles as well as democratic and autocratic styles. Evidence
was found for both the presence and absence of differences between men and women. While the
authors concluded that the overall search for sex differences in leader style was not
demonstrated, significant gender differences were reported in the use of democratic or
participatory styles of leadership. Their research revealed that women leaders are less directive
than men.

The study of Druscat (1994) on gender and leadership styles of Roman Catholic Church shows
that both women and men leaders were rated to exhibit more transformational leadership
behaviors’ than transactional leadership behaviors’. However, women leaders were rated to
exhibit significantly more transformational behaviors’ than men leaders and men leaders were
rated to exhibit significantly more transactional behaviors than women leaders. The researcher
also added that in all-female contexts, women leaders’ exhibit feminine styles of leadership.

Eagly, et al. (2003) cited in Smith, Mat kin and Fritz, (2004) shows women to be more
transformational than men, suggesting that stereotypes associated with transformational
leadership may be less negatively biased against women leaders than stereotypes associated with
other leadership styles. Additionally, women may favor a transformational leader style because it
provides them with a means of overcoming the dilemma of role incongruity namely, that
conforming to their gender role can impede their ability to meet the requirements of their leader
role.

15
2.8. Major Factors for Low Females’ Participation in Educational Leadership
In this section, several research studies confirm with the factors for low participation of Women
in educational leadership. For instance, female administrators in educational leadership are
underrepresented as gender given that they make up the whole teaching profession (Gregory
2000). For their underrepresentation, they list several factors that are related to Organizational,
and individual factors.

2.8.1. Organizational Factors

Since the mid-1980s, studies have continued to report that women believe that negative
stereotypes of women by superintendents and school board members are a barrier. Reportedly,
some persistent stereotypical and inaccurate views held by gate-keepers about women are their
perceived inability to discipline students, supervise other adults, criticize constructively, manage
finances, and function in a political frame (Folmar, 1989).Young and McLeod (2001) stated,
many school board members, search consultants, search committee members, practicing
administrators, and private citizens continue to believe old myths that have prevented women
from becoming educational leaders in the past (p. 494). Assumptions about appropriate activities
relate to concerns about whether or not a woman can do the job. For example, the school board
may lack confidence in a female superintendent‘s competency to oversee the construction of a
new building, and when she completes the task successfully the board is surprised.

Logan (1999) also found that women were still perceived as lacking the ability to handle
discipline at school. Skrla et al (2000) reported that school boards and other administrators
believe that women are malleable. The authors described malleable personalities as referring to
school board perception of women superintendents as easy to direct just because they are female.

If women turn out not to be malleable, the reaction is much more negative for women than for
men. Most research studies conclude that the biggest barriers to career advancement among
women are beyond their personal control. The Glass Ceiling Commission indicts Organizational
and structural barriers as the most predominant barriers toward women‘s upward climb in the
career ladder (Wood, 1994). Berman (1999) opined that Organizational structures especially job
assignment are designed to prevent women from ascending to the top administrative level.

16
Job assignment is considered to be the primary condition for career advancement of women to
advance to the leadership position in school as organization. Organizational structure steer away‖
women‘s potential for upward mobility by confining them to work roles that are considered to be
Women‘s occupation.

To this end, the quickest way to the top of management level is placement in functional areas or
crucial job assignment that leads to the accomplishment of critical organizational tasks Berman
(1999:88). Women are there to teach the learners and men are there to run or manage the
schools. The term teacher is associated with a woman and the term principal with a man
(Greyvenstein 2000: 30).

From the researcher point of view this is the traditional assumption that made men to be
privileged in holding the position of Educational leadership undermining female teachers in
Educational leadership. If female are given the opportunity to lead school yes they can lead.
Since men have traditionally dominated leadership positions in all spheres, it follow that research
has been male-gendered (Enomoto 2000: 377). In this way, organization research and theory
became male-biased oriented to male ways of knowing. Acker (1989: 36) further noted that the
early work on teachers ‘careers either ignored gender differences or explained them in terms of
women‘s deficiencies. Thus, it is possible to see how the field of management itself could be
seen as male gendered and imbued with the culture

2.8.1.1. Working Conditions and Sex Discrimination noted that the

In the opinion of Morgan, King and Robinson (1981:467) discrimination, refers to the behavior
of treating a person or group in an unfavorable or unfair way. Naturally, prejudice often leads to
discrimination. But prejudiced people sometimes do not behave in accordance to their attitudes
either because they have no opportunity to or because they are afraid to.

Women, as people of the weaker sex, are often the ones most likely not to react when
discriminated against for fear of being harmed or further victimized. Putting the issue of women
discrimination into context, Ouston (1993:5) says that men are still the prime barrier to women in

17
management. Despite some progress, old fashioned sexist attitudes are still common and
represent a real, not imagined, barrier to the progress of women. Discrimination that rests on any
assumed differences between men and women is both ill grounded and immoral, since human
beings by their nature are capable of learning. In other words, women as members of the human
species are also endowed with the potential to learn, for through learning a man can adapt to new
situations. Grogan (1996:137) furthermore, enlightens by arguing strongly that leadership in
dynamic organizations and a school is a shared phenomenon.

If we subscribe to the notion that virtually everyone has some potential for leadership, schools
can be extraordinary places for expanding opportunities for leadership. this view surely covers
women as well. Equality, and not discrimination, rests on strong democratic beliefs, beliefs that
are further based and supported by such compelling views, as for example, the argument that
says ‘there is something peculiar to human beings and common to human beings without
distinction of class, race, or sex, which lies deeper than all differences (Dowling, 1995:23).
Discrimination against women that is based on untested grounds and perceptions no doubt
constitutes unfairness. The components of administrative work, as well as the perceived and real
male defined environments in which many women administrators must work, shape women‘s
perceptions of the desirability of administration.

The perceptions that women hold of what leaders Gardiner and Tiggemann (1999) found that
the job stress of women was higher than that of men when working in a predominantly or
traditionally male environment. Skrla, Reyes, and Scheurich (2000) described organizational
contexts in which men used intimidation and silence to discourage women. Intimidating tactics
and behaviors of board and community members included name-calling, rumors, and overt lies.
Additionally, male subordinates were intimidating, at times indicating directly that they did not
want to work for a woman. Logan (1999) also supported this finding in a study of educational
leadership. Lange (1995) in his study revealed that Women had been sexually harassed by a
higher status male and that sexual bribery by higher status male co-workers was a problem.
Silence as a form of sexism was represented in personal silence about gender issues while in the
superintendence and the feelings of not being heard.

18
The women teachers studied by Hewitt (1989) were discouraged from applying for
administrative positions because of their understanding of the definition of the job of the
principal. They did not perceive this definition as flexible or open for social construction.
Principals studied by Colemens (1989) noted that supportive work environments were essential
in choosing to become principals. Wynn‘s (2003) study of teachers with leadership skills
determined that women chose to stay in the classroom, rather than move into administration,
partly because of their negative perception of the job of the principal. They identified student
discipline as one of the negative dimensions the principal ship.

2.8.1.2. Socialization and Sex Role Stereotyping

Organizational socialization is the process by which new leaders become integrated into the
formal and informal norms, as well as the unspoken assumptions of a school or a district.
Because traditional stereotypes cast women as socially incongruent as leaders, they face greater
challenges becoming integrated into the organization (Hart, 1995, Braithwaite1986) attributed
women‘s failure to advance to upper level leadership positions in schools to oversaturation with
the cultural message of female inferiority within male systems (p. 16). This marginalization
results in women not only being expected to behave like men, but also on being judged on how
womanly they are. Furthermore, Hill and Ragland (1995) indicated that colleagues might say
such things as the man is firm, but the female is stub-born, and school boards are more likely to
negatively evaluate women superintendents who portray decisiveness, assertiveness, and
directness (Bell, 1995). Another form of sex stereotyping reported by Irby and Brown (1995)
related to societal perceptions that women work on an emotional level. Langford (1995)
indicated that it is perceived that because women are intuitive (akin to the emotional work
response), they cannot be natural, logical decision makers.

Kamler and Shakeshaft (1999) supported these findings, pointing out the existence of the myth
that women are too emotional and can‘t see things rationally and so that affects their decision
making (p. 56). Christman (2003) indicated that there exists a societal climate of unexpectation
for women who hold administrative positions. Perhaps due to this unexpectation, a more difficult
socialization process into the profession occurs with women as opposed to men. Carr (1995),
Reese (1993), and Christman (2003) indicated one of the reasons for the difficult socialization

19
process is male dominance of the profession. Studies of women found the double womanly of
negative stereotypes, first about being female and then about ethnic background (Prescott-
Hutchins,2002);Trujillo-Ball,2003).
2.8.1.3. Hiring Practice and Recruitment
The way an organization makes decisions about hiring, promotions and paying women leaders is
strongly influenced by its culture and the gender stereotypes that underlie it (Howard and
Wellins 2009). These assumptions and biases can result in employers overlooking talented
candidates and limiting their access to the talent pool (Equal Opportunity for Women in the
Workplace Agency 2008b).Hurdles to women‘s advancement in leadership are encountered in
recruitment and hiring processes, and in job assignment, training and promotion activities in
unjustified assumptions (Palermo, 2004). These assumptions include that women have less
career ambition and diminished loyalty to their employers because of their more significant
caring and household responsibilities (Howard and Wellins, 2009). Gender stereotyping excludes
women from leadership roles (Piterman, 2008). Research indicates that employers avoid
recruiting women. Women are less likely to be considered for leadership roles and are segregated
into marginal roles that do not lead to positions of influence.

Women are not encouraged to take operating roles that might lead them to positions of influence,
and are not being offered challenging assignments (Chief Executive Women, 2009). Recruitment
problems, and in particular the selection and appointment process, was identified as a significant
barrier for women seeking principal ship. According to Sinclair (1998: 33), part of the problem is
what is defined as leadership behavior: When women exhibit what, in a man, would be judged as
leadership behaviors, they are judged as something less than, or other than, leaders. Rhode
(2002) argues that this lack of recognition is due to women‘s lack of mentors and access to
informal. Females’ participation in educational leadership networks of advice and contacts.

This reinforces Ehrich (1994: 5), who reported that Women in a variety of professions such as
management, academe, and education continue to experience a lack of mentoring opportunities.
With regard to women seeking principal positions in primary schools, Power (2002: 93)
describes the role of recruiting and hiring committee on selection panels as one of gatekeepers to
leadership. The influence on the interviewing usually a non educationalist and members of the

20
local community who may also be non educationalists are causes of unpredictability for
applicants. It may seem logical to think that lay women would have replaced women when
principal ships became available, but statistics show an increase in males appointed.

In summary, socialization and stereotyping of women, individual barriers, and

organizational/system barriers, combine to make appointment to principal ship more difficult for
women. They perceive their capacity to remain authentic and build cultures of shared leadership
to be an uphill battle. This is an important barrier limiting women's advancement beyond low-
paying jobs. Such practices, in conjunction with the difficulty of changing career paths once
employed in an organization, perpetuate the existence of female job ghettos that are low-paying
and cut off from mobility channels (O'Farrell and Harlan, 1984; Roos and Reskin, 1984).

Hiring practices in entry level jobs determine access to ladders. Complex organizations contain
many subsystems of job ladders (pipelines) to which different rules and procedures apply
(Osterman, 1984). Employers typically recruit applicants for a specific job within a company.
Just as in hiring decisions, recruitment strategies for entry-level non-management and
nonprofessional jobs rely on traditional sources that yield a homogeneous set of applicants.
Similarly, vocational education programs and business colleges supply women to meet
employers' demand for clerical workers (Giese 1989; Vetter 1989). Personal networks of friends
and relatives are another common way that people find out about entry-level jobs Employers use
administrative rules and procedures to regulate hiring, promotion, and wage systems in the
"internal labor market"(ILM) of organizations (Osterman 1984).

The ILM theory is useful in analyzing more formally and precisely the notion of the "pipeline"
for career advancement. Ideally, a job ladder that links steps in a logical progression of skill,
knowledge, and experience acquired on the job characterizes an ILM. Formal rules govern who
is eligible to move up the ladder and how promotion decisions are made females participation in
educational leadership the external barriers to career advancement for women are pervasive.
Grady cites Timpano (1992) as maintaining that sex discrimination is practiced through «filtering
methods" that filter out qualified women.

21
Timpano's filtering methods include: «Recruiting filters limiting job opening announcements to
"within the district" when few if any women are certified as administrators; "Application filters"
,downgrading an applicant for a top administrative position by suggesting that she apply for a
lesser administrative or teaching position; «Selection criteria filters" applying dual selection
criteria by allowing men to skip one or more rungs on the career ladder but requiring women to
climb each step concerned about returning home alone late in the evenings from meetings?"; and
lastly, "Selection decision filters" rejecting a woman because she is aggressive, but hiring a man
for the same reason. Research and statistics indicate that sexual discrimination, whether covert or
overt, does exist in hiring practices in educational administration (Grady, 1992).

Mahoney (1993) cites Christianson in pointing out that when such selection boards have to
choose between a man and a woman, both equally competent, it is more likely the man will be
chosen. In addition to these «filters", women face selection criteria, overt discrimination, and
dual-work role expectations (Cairns, 1975). Dopp and Sloan (1986) found lack of female role
models, resistance from persons in the community, and lack of central office experience to be
common external obstacles to women aspiring to superintendent status. Shapiro (1987) offers
more insight into the topic by suggesting that low levels of encouragement for women to enter
administrative posts, a limited number of role models, lack of networks and discriminatory hiring
and promoting are important barriers to women seeking administrative placement in school
systems.

One of the external barriers that Continues to reinforce the status quo is the hiring practice that
still tends to be highly subjective and directed at those who appear to fit into the "old boys"
network. This "Old boy‘s network" has been used to recruit, train and replace men in
administration (Pig ford and Tonnsen, 1993). Women are not privy to these "locker room
discussions" where these networks are developed and where informal decisions and important
contacts are made. With this lack of networks, women often do not face the same kind of
encouragement to apply for administrative posts. It has been said that men often act as
"gatekeepers" to the profession, excluding women: Through all the stages of preparation- from

22
encouraging teachers to seek administrative positions to final selection of administrative.
Researchers have also examined institutions of learning, and why advancement for women in
this realm of education may be limited. Watkins (1998) points out that anti-nepotism policy are
widespread in institutions of learning. These policies appear to be inordinately discriminatory to
wives, usually due to the fact that husbands are employed first, and many institutions forbid the
hiring of any relative. In addition to discriminatory hiring practices, and lack of networks, the
lack of role models has been cited as another impediment. Women do not have access to a large
number of appropriate role models, and, as a result, women may not even give administrative
posts consideration (Cooper Jackson, 2001).
As Restine (1993) noted, "Women‘s paths into administration are often unplanned and
unexpected". Having female role models would definitely help to encourage other young
aspirants to follow suit. Coleman (1996) helps explain the barriers to women's career progress as
constraints experienced through socially defined roles outside the work situation. The constraints
considered in this regard arise from the socially defined expectations that women will take
responsibility for domestic matters including childcare. Schmuck, as cited by Coleman (1996)
refers to the "gender overlay" of schools that subtly favors.
2.9. Strategies to advance women’s career
There is great interest in educational leadership in the early part of the 21st century. This is
because of the widespread belief that the quality of leadership makes a significant difference to
school and student outcomes. In many parts of the world, including Ethiopia, there is recognition
that schools require effective leaders and managers if they are to provide the best possible
education for their learners.
However this could be true if ignorance of women educators who are almost half of the
population is removed. In order to exploit the human resources different strategies, programs and
policies are required to save countries lose of assets. Although, the only setting, policies and
strategies is not adequate rather devoting effort to address gender equality and empowering
women which remains challenging is most significant. This is because of the deep-rooted nature
of the challenge, which depends not only on the actions of government, but also on changing
attitudes and cultural values of the society. These types of changes take a significant amount of
time to evolve and bring society’s consciousness to one level of understanding (MoFED, 2010).

23
CHAPTER THREE

3. RESEARCH DESIGN AND METHODOLOGY

3.1. Research design

Research design is the plan of action that links the philosophical assumptions to specific methods
Creswell & Planoclark (2007). The main objective of the study is to examine factor for low
female teacher participation in educational leadership in primary schools of Gumay woreda of
Jimma zone. Hence, descriptive survey design will be used in under taking the study. Descriptive
survey is preferred over other design as it enables to make investigations with predictions,
narration of events, and drawing of conclusions based on the information obtained from
relatively large and representative samples of the target population (Kothari, 2005). Moreover,
Prakash (2005) described that a survey research is important to collect a detailed descriptions of
existing phenomena with the intent of employing the data to justify current conditions and
practice or to make more intelligent plans for improving social, economic, or educational
conditions and process. Thus, descriptive survey design was used as it enables the researcher to
describe the current status of the women participation in educational leadership and factor that
contribute to their low participation in educational leadership in primary schools of Gumay
woreda of Jimma zone.

3.2. The Research Method

In this research both quantitative and qualitative research method was employed. Since the
research is survey it more emphasizes quantitative research approach. Using multiple approaches
can capitalize on the strengths of each approach and offset their different weaknesses and
provides a better understanding of the research problems than either approach alone. It was also
provide more comprehensive answers to research questions going beyond the limitations of a
single approach Creed, Freeman, Robinson& Woodley (2004). It also practical in the sense that
the researcher is free to use all methods possible to address a research problem (Cresswell,
2006).Furthermore, triangulation strategy will be employed to confirm, cross-validate or
corroborate findings with in a study. In this descriptive survey, quantitative approach was used
for the data that was collected through questionnaire and qualitative approach was used for the

24
data that will be collected through interview from principals and women and children affairs of
Gumay woreda.

3.3. Study Area

Gumay is one of the 22 woredas found in Jimma Zone of Oromia Regional State, South Western
part of Ethiopia. It has a total area of approximately 44.225 km2 and it is bordered in the South
by Didesa woreda, in the West by Setema, in the North by Goma and in the East by Gera
woredas respectively. Tobba is the capital city of Gumay woreda. It is found on 70 KM away
from Jimma town and 430 km from Addis Ababa. Gumay woreda comprises 15 rural and 1 town
kebele. There are 34 primary schools in the woreda. Out of these, this study will focus on some
selected Primary schools of Gumay wereda of Jimma zone.

3.4. Source of data

Primary sources of data will be used in this study. The primary data sources will be principals,
teachers, and woreda education officials of primary schools. The decision to use these
respondents as a source of primary data is based on the expectation that they will provide better
information on the factors that contribute for low women‘s participation in educational
leadership at primary schools.

3.5. Population of the study

Population is the entire group of people to which a researcher intends the results of a study to
apply (Aron, & Coups, 2008, p: 130). Therefore, the population of this study is staffs in 34
primary schools of Gumay woreda, specifically, primary school teachers (446), principals (34),
and head of woreda education office (1), a total of 481.

3.6. Sample and Sampling Technique

The main purpose of this study was to assess the status of women’s participation in educational
leadership of government primary school of Jimma zone Gumay woreda. For the case of this
study; both probability and non probability sampling technique were used to obtain the
representative sample units for this research. First out of 34 primary schools in woreda 17(50%)
were taken by simple random sampling technique. The sample was drawn from 17 primary
school that found in Gumay woreda .The total population of teachers in the sample schools were
298.The sample size 119(40%) by simple random sampling

25
Table 1 Population and sampling Technique

No Participants Population Sample % Sample technique

1 Schools 34 17 50% Simple random sampling
2 Head of worada education office 1 1 100% Availability sampling
Principals 34 17 50% Availability sampling
4 Teachers 446 119 40% Simple random sampling

3.7. Data collection instruments

Three main data collection instruments will be used in this study namely: Questionnaire and
interview and Document analysis.

3.7.1. Questionnaires
The questionnaires were prepared and completed by the researcher. The questionnaire has two
parts. Which are both open and close ended. The need for both questionnaires and interview is
that research requires not only factual information but also opinion, attitudes another views of
respondents. In order to collect better, relevant information, the questionnaire was included both
close ended and open ended while.
The researcher validate the instruments developed as follows: before the actual data collection
will be started; the instruments will be given to colleagues so as to get valuable comments and
criticisms on the strengths and weaknesses of the items. Based on the comments obtained, the
necessary modifications will be made for further comments, criticisms and evaluation. And the
questionnaires will be prepared for the respondents the questionnaire of female teachers include
30 closed ended and 10 open ended questions and Structured interview will be designed and 10
interview questions will be designed for principals and women and children’s affairs

3.7.2. Interview
As indicated in Wilkinson and Bhandarkar (1999:288), “interviewing is necessary to get deep
feeling, perceptions, values or how people interpret the world around them, and past events that
are impossible to replicate”. In the light of this, to supplement the data obtained through
questionnaire the researcher will conduct interviews with principals and head of woreda
education office and using open ended questions, which are related to the challenges of women
participation in educational leadership. The main reason to select the semi-structured interview is

26
because it wills helps to find out different persons perspectives and views deeply and to
triangulate the validity of the information with the questionnaire

3.8. Method of data analysis

The data collected from the open ended type of questionnaire and interview were analyzed
qualitatively by using words and the closed ended type of questionnaire were analyzed
quantitatively by using descriptive statistical analysis. In this descriptive statistical analysis SPSS
the data from the questionnaire was entered into computer using statistical package for social
science (SPSS) version 20 computer programs for data analysis and quantitatively analyzed by
using descriptive statistics such as percentage and mean. Finally, conclusions were drawn from
the major findings and possible recommendations were suggested for solutions.

3.9. Ethical considerations

Regarding ethical consideration, the researcher will be governed by the research code of ethics in
maintaining privacy and confidentiality or other related values. The researcher promised to the
participants of the study that the information which was collected from the respondents shall not
be transferred to third party in candid or it will not be exploited for undertaking other than the
purpose of the research study. Besides this, the process of data collection was done anonymously
without writing their name, identification number, telephone number, so that the threat of being
disclosed will be very much minimize.

27
 CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the main focus is the analysis and interpretation of the data collected from sample
schools, the data gathered by different instruments, mainly questionnaire and semi-structured
interview. The summary of the quantitative data has been presented by the use of tables. On the
other hand, the collected data through interview and open-ended questions were analyzed
qualitatively. This tools were used to triangulate the consistencies and variations of the result
obtained. As mentioned earlier, among various data collecting instruments, questionnaire and
semi-structured interview were used to collect the relevant information for this study. Thus a
total of 119 questionnaires were distributed to the selected primary school teachers.
Unfortunately, only 119 (100%) all of respondents were properly filled and returned to the
researcher. Among 34 interview respondents (1 heads of WEO, 17 primary school principals)
(52, 9%) have properly participated and gave the required information on the issue under
investigation. In general, 76.45% of respondents have participated as respondents to the issue
rose through questionnaire and semi-structured interview. Therefore, the total response rate was
sufficient and safe to analyze and interpret the data. Item scores for each category were arranged
under five rating scales. The range of the rating scales were strongly agree=5, Agree =4,
Undecided =3, Disagree =2 and strongly disagree=1. Accordingly, the overall results of the issue
investigated as well as respondents ‘personal background or profiles were clearly presented
below

28
Table 2: Demographic Characteristics of Respondents

NO Items Respondents

Teachers Principals

No % No No

1 Sex of respondents Male 85 71.4 17 100

Female 34 28.5 0 0

Total 119 100 17 100

2 Work experience 1-5 Years 15 12.6 0 0

6-10 Years 33 27.7 9 52.9

11-15 Years 43 36.1 4 23.5

16-20 Years 20 16.8 2 11.7

21-25 Years 4 3.3 2 11.7

26-30 Years 2 1.6 0 0

31 above 2 1.6 17 100

3 Education qualification Diploma 98 82.3 13 76.4

Bachelor Degree 21 17.6 4 23.5

Master’s Degree 0 0 0 0

Total 119 100 17 100

4 Marital status Single 20 16.8 2 11.7

Married 93 78.1 13 76.4

Divorce 6 5 2 11.7

Total 119 100 17 100

29
As shown in table 2 above, 85 (71.4%) males and 34 (28.5%) females were government primary
school teachers. This indicates that there is less number of female teachers at primary schools in
comparison to that of males. And it could be possible to say not only teachers but also the
principals in primary school are male dominated.

In terms of experience, in government primary schools the majority of the teachers 43(36.1%) of
them has worked from 11-15 years. When we see the rest of teachers who served, 6-10 years
were 33(27.7%), teachers who served 16-20 years were 20(16.8%) and who worked 1-5 years
were (12.6%) while (3.3%) worked 21-25 years ,2(1.6%) teachers served 26-30 and 2(1.6%)
teachers served 31 and above. Generally the above analysis helps to show the work experience
distribution of respondents.

Regarding the principals and woreda education official among them 9(52.9%) was with year
service 6-10 years, 4(23.5%) was also with service year of 11-15, 2(11.7) of them were 16-
20years and the remaining 2(11.7%) of them were served for 26-30 years. The principals are,
however, mainly had over 16 year of service which may be due to their long years of services in
their previous positions as teachers. And they could also compare the former situation of
nominating and recruiting scheme of principals.

Regarding qualification, 21(17.6%) had a degree and the majority of teachers 98(82.3%) diploma
holder

4.1. Respondents view on the status of women participation in Government primary school
Principal ship
Concerning this part the respondents were asked to put their degree of agreement to the status of
women participation in Government primary school Principal ship. As indicated earlier, weight
of the choices was represented as follows: 1=for strongly disagree; 2= disagree; 3= Undecided;
4= agree; and 5= strongly agree. And this was calculated by mean since the scale consists 5
points. 2.5 were taken as average; results exceeding 3.5 as high. Whereas scores less than 2. 5
were regarded as low, mean scores between 2.5 and 3.5 was considered to be moderate

Table.3. the status of women participation in government primary school principal ship

No Items Respondents Rating Scales Tota Mean

Category SDA DA UD AG SA l

30
 1 2 3 4 5
1 The Societies are encouraging Teachers N 39 33 11 16 20 119 2.9
female representation in primary % 32.7 27.7 9.2 13.4 16.8 100
school principal ship Principals N 3 2 3 4 5 17 3.5
% 17.6 11.7 17.6 23.5 29.4 100
2 Women who works in primary Teachers N 22 47 17 16 17 119 2.65
school principal ship have no % 18.4 39.4 14.2 13.4 14.2 100
relation with woreda office Principals N 3 3 5 2 4 17 3
% 17.6 17.6 29.4 11.7 23.5 100
3 Women in primary school Teachers N 6 2 7 29 75 119 4.28
consider the family roles and % 5 1.6 5.8 24.3 63 100
teaching as more important than Principals N 2 2 3 4 6 17 3.58
principal ship % 11.7 11.7 17.6 23.5 35.2 100
4 Women educational leaders Teachers N 49 45 9 9 17 119 2.41
preferred over men by % 41.1 37.8 7.5 7.5 14.2 100
subordinate Principals N 5 3 4 3 2 17 3.23
% 29.4 17.6 23.5 17.6 11.7 100
Women consider themselves to Teachers N 9 23 13 30 44 119 3.6
5 have low level of acceptance % 7.5 19.2 10.9 25.4 36.9 100
than men Principals N 2 3 2 4 6 17 3.52
% 11.7 17.6 11.7 23.5 32.2 100
6 Women’s have fear of accepting Teachers N 25 21 15 38 30 119 3.47
additional responsibilities % 21 17.6 12.6 31.9 25.2 100
Principals N 3 2 4 4 5 17 3.52
% 17.6 11.7 23.5 23.5 29.4 100
7 The roles women’s have in their Teachers N 6 5 10 32 66 119 4.23
family take greater place than % 5 4.2 8.4 26.8 55.4 100
men Principals N 2 2 3 3 7 17 3.76
% 11.7 11.7 17.6 17.6 47 100
8 Most women’s can play better Teachers N 20 23 10 27 30 119 2.97
leadership role compared to men % 16.8 19.3 8.4 22.6 25.2 100
Principals5 N 2 3 2 5 5 17 3.76
% 11.7 17.6 11.7 29.4 29.4 100
9 The government encourage the Teachers N 18 15 20 37 40 119 3.83
participation of female in % 15.1 12.6 16.8 31 33.6 100
principal ship Principals N 2 2 3 4 7 17 4.1
% 11.7 11.7 17.6 29.4 41.1 100
10 Recognition and appreciation Teachers N 6 5 7 32 69 119 4.28
given for successful leader % 5 4.2 5.8 26.8 57.9 100
Principals N 2 2 3 4 6 17 3.58
% 11.7 11.7 17.6 29.4 35.2 100

As shown table 3 items number 1 regarding women perception for themselves as poor39(32.7%)
responded strongly disagree, 33(27.7%) responded disagree, 11(9.2%) responded undecided,
16(13.4%) responded agree and 20(16.7%) responded strongly agree and principals in the same
way 2(11.7%) responded strongly disagree, 2(11.7%) responded disagree, 3(17.6%) responded
31
undecided, 4(23.4%) responded agree and 5(29.4%) responded strongly agree. The result
indicated in terms of mean score was 2.9 and 3.5; for teachers and principals accordingly. All the
respondents show their agreement moderately the finding indicate that most women themselves
have accepted the leadership role as typical career of men, in confining themselves to self-
limited career and lacking confidence of advancing to leadership ladder

Table 3 Item 2 regarding women assume they are not decided by themselves 22(18.4%)
responded strongly disagree, 47(39.4%) responded disagree, 17(14.2%) responded undecided,
16(13.4%) responded agree and 17(14.2%) responded strongly agree in the same way for
principals 2(11.7%) strongly disagree, 3(17.6%) responded disagree, 5(29.4%) responded
undecided, 5(29.4%) responded agree and 4(23.5%) responded strongly agree .The mean value
for items 2 teachers 2.9 and principals 3 this shows lower cause this indicate however women’s
leadership roles don’t depend on gender ,but on the strength and personality trait of individuals
and women have proven to be excellent in leadership position making strong decision.

Concerning item 3 women in primary school consider the family roles and teaching as more
important than principal ship 6(5%) responded strongly disagree, 2(1.6%) responded disagree,
7(5.8%) responded undecided, 29(24.3%) responded agree and 75(63%) responded strongly
agree in the same way for principals 3(17.6%) strongly disagree, 3(17.6%) responded disagree,
6(32.2%) responded undecided, 2(11.7%) responded agree and 6(32.2%) responded strongly
agree .The mean value for items 3teachers 4.28 and principals 3.82 this shows major cause.
home and family responsibility affects more the entrance of women to educational leadership
overburdened with home and family responsibilities; women retreat to accept school leadership.
That is consistent with Shakeshaft‟s finding “In most families, women are still responsible for
the majority of child-care and homemaking.

As the analysis result indicates on item 4women educational leaders preferred over men by
subordinate 49(41.1%) responded strongly disagree, 45(37.8%) responded disagree, 9(7.5%)
responded undecided, 9(7.5%) responded agree and 17(14.28%) responded strongly agree in the
same way for principals 2(11.7%) strongly disagree, 3(17.6%) responded disagree, 4(23.5%)
responded undecided, 3(17.6%) responded agree and 5(29.4%) responded strongly agree .The
mean value for items 4 teachers 2.41 and principals 3.23 principals show their agreement
moderately this indicate from this, the researcher assumes that the subordinates do not have the

32
beliefs females can do. This may be because they have not been led by female leaders at school
in their experience. They rather have the belief of cultural proverb which says the women
leadership leaves the door closed! ‘This means that the females ‘leadership is rigid and does not
have freedom for the subordinates.

As shown table 3 items 5 about women consider themselves to have low level of acceptance than
men 9(7.5%) responded strongly disagree, 23(19.2%) responded disagree, 13(10.9%) responded
undecided, 30(25.4%) responded agree and 44(36.9%) responded strongly agree in the same way
for principals 2(11.7%) strongly disagree, 3(17.6%) responded disagree, 2(11.7%) responded
undecided, 10(58.8%) responded agree and 6(32.2%) responded strongly agree .The mean value
for items 5 teachers 3.6 and principals 3.52 this shows moderate cause. most women themselves
have accepted the leadership role as typical career of men, in confining themselves to self-
limited career and lacking confidence of advancing to leadership ladder.

Concerning item 6 Women’s have fear of accepting additional responsibilities 25(21%)

respondents respond strongly disagree,16(13.4%) responded disagree, 10(8.4%) responded
undecided, 33(27.7%) responded agree and 35(29.4%) responded strongly agree in the same way
for principals 3(17.6%) strongly disagree, 3(17.6%) responded disagree, 4(23.5%) responded
undecided, 2(11.7%) responded agree and 9(52.9%) responded strongly agree .The mean value
for items 6 teachers 3.47 and principals 3.52 this shows moderate cause for both respondents
women may fear the risk of accepting the school directorship in terms of their self-concept that
the risk may be extremely high. She also expressed that, as a result of hesitating or fearing to pay
remain and limit themselves to gender assigned or “gender appropriate” roles, that hindered
them from advancing to educational leadership position. This expression shows that women,
being as a by-product of socialization, developed lack of confidence in the ability to participate
in school directorship, while men start teaching with the aspiration of potentially advancing to
directorship. Even if women aspire to positions of leadership, they keep this
aspiration as secret, fearing that they will be perceived as “Pushy” if they take the initiative to
apply for position.

Concerning item number 7 which is about the roles women’s have in their family take greater
place than men 6(5%) respondents respond strongly disagree,5(4.2%) responded disagree,
10(8.4%) responded undecided, 32(26.8%) responded agree and 66(55.4%) responded strongly

33
agree in the same way for principals 2(11.7%) strongly disagree, 3(17.6%) responded disagree,
4(23.5%) responded undecided, 5(29.4%) responded agree and 8(47%) responded strongly agree
.The mean value for items 7 teachers 4.23 and principals 3.76 this shows major cause. All
respondents agree highly Shakeshaft guarantee this problem of “Women's responsibilities for
family life – whether current or anticipated slow women's progress because of both external
expectations and internal accommodations” Jacobish, (2012:5). Colman’s survey also
support’s the point that “The difficulties of balancing work and home apparently have an impact
on women who become principals” 23 Sep. 2003:18).

In item 8 of table 3 about most women’s can play better leadership role compared to men
20(16.8%) respondents respond strongly disagree, 23(19.3%) responded disagree, 10(8.4%)
responded undecided, 27(22.6%) responded agree and 30(25.2%) responded strongly agree in the
same way for principals 2(11.7%) strongly disagree, 3(17.6%) responded disagree, 4(23.5%)
responded undecided, 3(17.6%) responded agree and 9(52.9%) responded strongly agree .The
mean value for items 7 teachers 2.79 and principals 3.76 this shows moderate cause for both
respondents even though women’s afraid to accept additional responsibilities they have ability to
manage and encourage their subordinate.

As the analysis result indicated on table 3 items 9 The government appreciate the participation of
female in government primary principal ship 18(15.1%) respondents respond strongly
disagree15(12.6%) responded disagree, 20(16.8%) responded undecided, 37(31%) responded
agree and 40(33.6%) responded strongly agree in the same way for principals 2(11.7%) strongly
disagree, 2(11.7%) responded disagree, 3(17.6%) responded undecided, 4(29,4%) responded
agree and 7(47%) responded strongly agree .The mean value for items 9 teachers 3.83 and
principals 4.1 this shows major cause. The respondents said that other the government gives
great concern for women’s participation at present time by giving different educational and other
training opportunities for female teachers to upgrade and update their capacity so that they would
fully involve in educational leaderships positions. Generally, they said that, proper
implementation of affirmative action policies is necessary to increase females ‘participation in
educational leadership.

Regarding item 10 Recognition and appreciation given for successful leader6(5%) respondents
respond strongly disagree5(4.2%) responded disagree, 7(5.8%) responded undecided, 32(26.8%)

34
 responded agree and 69(57.9%) responded strongly agree in the same way for principals
2(11.7%) strongly disagree, 2(11.7%) responded disagree, 3(17.6%) responded undecided,
4(29,4%) responded agree and 6(32.2%) responded strongly agree .The mean value for items 10
teachers 4.28 and principals 3.58 this shows major cause.

Interview conducted with principal and woreda education officer on how do you observed
current status of women Participation in primary school leadership, they responded that the
status of female participation in educational leadership in gumay woreda show it needs
improvement still now there is a gap between women and men. This has start with changing the
attitudes of the society and creating awareness.

4.2. Respondents view on the Extent of female teachers effectiveness in leading primary
school
Concerning this part the respondents were asked to put their degree of agreement to the extent of
women participation in Government primary school Principal ship. As indicated earlier, weight
of the choices was represented as follows: 1=for strongly disagree; 2= disagree; 3= Undecided;
4= agree; and 5= strongly agree. And this was calculated by mean since the scale consists 5
points. 2.5 were taken as average; results exceeding 3.5 as high. Whereas scores less than 2. 5
were regarded as low, mean scores between 2.5 and 3.5 was considered to be moderate.

Table 4. The Extent of female effectiveness in leading government primary school

No Items Respondents Rating Scales Tota Mean
Category SDA DA UD AG SA l
1 2 3 4 5
1 Women perception for Teachers N 16 8 15 23 62 119 4.02
themselves as poor % 13.4 6.7 12.6 19.3 52.1 100
Principals N 2 2 3 4 6 17 3.58

35
 % 11.7 11.7 17.6 23.5 35.2 100
2 Women assume they are not Teachers N 13 20 13 41 47 119 4.12
decided by themselves % 10.4 16.4 10.9 34.4 39.4 100
Principals N 2 2 2 3 8 17 3.70
% 11.7 11.7 11.7 17.6 47 100
3 Women performance are Teachers N 47 41 13 5 13 119 2.32
underrepresented than males % 39.4 34.4 10.9 4.2 10.9 100
counterparts Principals N 5 5 3 2 2 17 2.29
% 29.4 29.4 17.6 11.7 11.7 100
4 Government accept the Teachers N 17 25 24 33 40 119 2.69
representation of female in % 14.2 21 20.1 27.7 33.6 100
principal ship Principals N 2 2 5 3 5 17 3.41
% 11.7 11.7 29,4 17,6 29.4 100
Women’s should Teachers N 11 17 18 41 47 119 4.38
5 demonstrate their concern % 9.2 14.2 15.1 34.4 39.4 100
for teachers achievements in Principals N 2 2 2 3 8 17 3.70
many ways % 11.7 11.7 11.7 17.6 47 100
6 Women’s are more Teachers N 17 16 26 30 30 119 3.33
competent than men % 14.2 13.4 21.8 25.2 25.2 100
Principals N 2 3 4 3 5 17 3.35
% 11.7 17.6 23.5 17.6 29.4 100
7 Schools need leaders who Teachers N 5 13 15 30 60 119 4.16
have a vision for improving % 4.2 10.9 12.6 25.2 50.4 100
the schools Principals N 2 2 3 3 7 17 4.88
% 11.7 11.7 17.6 17.6 41.1 100
8 Women’s assume that they Teachers N 23 18 21 17 40 119 3.27
will not successful in leading % 19.3 15.1 17.6 14.2 33.6 100
school Principals N 2 2 3 4 6 17 3.5
% 11.7 11.7 17.6 23.5 35.2 100
9 Women are encouraged to Teachers N 11 16 13 44 47 17 4.14
leadership posts by training % 9.2 13.4 10.9 36.9 39.4 100
Principals N 2 2 3 5 6 17 3.82
% 11.7 11.7 17.6 29.4 35.2 100
10 Women’s perceive Teachers N 9 10 14 40 46 119 3.87
themselves they are not % 7.5 8.4 11.7 33.6 38.6 100
effective like men Principals N 2 3 3 4 5 17 3.64
% 11.7 11.7 17.6 23.5 29.4 100

Table 4 item number 1 concerned with women perception for themselves as poor 16(13.4%)
respondents respond strongly disagree8(6.4%) responded disagree, 15(12.6%) responded
undecided, 4(23.5%) responded agree and 6(32.2%) responded strongly agree. In the same way
for principals 2(11.7%) strongly disagree, 2(11.7%) responded disagree, 3(17.6%) responded

36
undecided, 4(23.5%) responded agree and 6(32.2%) responded strongly agree .The mean value
for items 1 teachers 3.58 and principals 4.02 this shows major cause. women’s perceptions for
them is poor because of the glass ceiling a barriers that puts women under pressure not move to
higher position in organization including educational sector on the other hand women’s lack of
confidence.

As the analysis result of item number 2 indicated on table 4 women assume they are not decided
by themselves 13(10.4%) respondents respond strongly disagree ,20(16.4%) responded disagree,
13(10.4%) responded undecided, 41(34.4%) responded agree and 47(39.4%) responded strongly
agree. In the same way for principals 2(11.7%) strongly disagree, 2(11.7%) responded disagree,
2(11.7%) responded undecided, 3(17.6%) responded agree and 8(47%) responded strongly agree
.The mean value for items 2 teachers 4.12 and principals 3.70 this shows major cause.
Respondents said that women’s assume they are not decided by themselves because the ability
making decision is given only for men

As indicated in table 4 item 3 concerning about women performance are underrepresented than
males counterparts 47(39.9%) responded strongly disagree, 41(34.4%) responded disagree,
13(10.9%) responded undecided, 5(4.2%) responded strongly agree and 13(10.9%) responded
strongly agree. In the same way for principals 5(29.4%) strongly disagree, 5(29.4%) responded
disagree, 3(17.6%) responded undecided, 2(11.7%) responded agree and 2(11.7%) responded
strongly agree .The result of mean score 3 teachers 2.32 and principals 2.29 this shows lower
cause. This indicates women’s by nature not have underrepresented performance but also the
cultural background and their lack of self-esteem hold them back from participating in leadership
position.

In the case of item number 4 Government accept the representation of female in principal ship17
(14.2%) responded strongly disagree, 25(21%) responded disagree, 24(20.1%) responded
undecided, 33(27.7) responded strongly agree and 40(33.6%) responded strongly agree. In the
same way for principals 2(11.7%) strongly disagree, 4(23.5%) responded disagree, 4(23.5%)
responded undecided, 5(29.4%) responded agree and 8(47%) responded strongly agree .The
mean value for items 4 teachers 2.69 and principals 3.41 this shows moderate cause.

37
In item 5 of table 4 about women’s should demonstrate their concern for teachers achievements
in many ways 11(9.2%) responded strongly disagree, 17(14.2%) responded disagree, 18(15.1%)
responded undecided, 41(34.4%) responded strongly agree and 47 (39.4%) responded strongly
agree. In the same way for principals 2(11.7%) strongly disagree, 2(117%) responded disagree,
2(11.7%) responded undecided, 3(17.6%) responded agree and 8(47%) responded strongly agree
.The mean value for items 4 teachers 4.43 and principals 3.70 this shows higher cause.
Regarding these respondents said that women’s demonstrate their concern in many ways by
encouraging team work and leading by example.

As shown table 4 items 6women’s are more competent than men17 (14.2%) of respondents
responded strongly disagree, 16(13.4%) of respondents responded disagree, 26(21.8%) of
respondents responded undecided, 30(25.2%) of respondents responded agree and 30(25.2%) of
respondents responded strongly agree. In the same way responds from principals 2(11.7%)
strongly disagree, 3(117%) responded disagree, 4(23.5%) responded undecided, 3(17.6%)
responded agree and 5(29.4%) responded strongly agree .The mean value for items 6 teachers
3.33 and principals 3.35 this shows low cause.

Table 4 item number 7 about schools need leaders who have a vision for improving the schools
5(4.2%) of respondents responded strongly disagree, 13(10.9%) of respondents responded
disagree, 15(12.6%) of respondents responded undecided, 30(25.2%) of respondents responded
agree and 60(50.4%) of respondents responded strongly agree. In the same way responds from
principals 2(11.7%) strongly disagree, 2(11.7%) responded disagree, 3(17.6%) responded
undecided, 3(17.6%) responded agree and 7(41.1%) responded strongly agree .The mean value
for items 7 teachers 4.16 and principals 4.88 this shows higher cause. All respondents highly
schools need leaders who have vision for improving schools shows their performance in order to
lead schools effectively.

As the analysis result indicated on table 4 item 8 Women’s assume that they will not successful
in leading school 23(19.3%) of respondents responded strongly disagree, 18(15.1%) of
respondents responded disagree, 21(17.6%) of respondents responded undecided, 17(14.2%) of
respondents responded agree and 40(33.6%) of respondents responded strongly agree. In the
same way responds from principals 2(11.7%) strongly disagree, 2(11.7%) responded disagree,

38
3(17.6%) responded undecided, 4(23.5%) responded agree and 6(35.2%) responded strongly
agree .The mean value for items 7 teachers 3.27 and principals 3.5this shows moderate cause.

In the case f item 9 about Women are encouraged to leadership posts by training 11(9.2%) of
respondents responded strongly disagree, 16(13.4%) of respondents responded disagree,
13(10.9%) of respondents responded undecided, 44(36.9%) of respondents responded agree and
47(39.4%) of respondents responded strongly agree. In the same way responds from principals
6(35.2%) strongly disagree, 5(29.4%) responded disagree, 3(17.6%) responded undecided,
2(11.7%) responded agree and 2(11.7%) responded strongly agree .The mean value for items 10
teachers 4.14 and principals 3.82 this shows higher cause. Respondents said that all the factors
estimated to be hindrance to women’s educational leadership participation must be researched
and deeply investigated to obtain active and effective women’s educational leadership
participation .As research indicates women possess a better leadership behavior and style than
men. This natural quality must be supported and developed by packages and program to exploit
their natural talent .Women nurture learners; men run schools’’ (Aretha, 1993). Currently, there
is a better opportunity for women to participate in school leadership.

Concerning item 10 women’s perceive themselves they are not effective like men 9(7. 5%) of
respondents responded strongly disagree, 10(8.4%) of respondents responded disagree,
14(11.7%) of respondents responded undecided, 40(33.6%) of respondents responded agree and
46(38.6%) of respondents responded strongly agree. In the same way responds from principals
2(11.7%) strongly disagree, 3(17.6%) responded disagree, 3(17.6%) responded undecided,
4(23.5%) responded agree and 5(35.2%) responded strongly agree .The mean value for items 7
teachers 3.87 and principals 3.64 this shows higher cause.

Interview conducted with principals and woreda education officer on do you think females
effective in leading primary schools teachers said that if they get a chance of leading females
leaders are effective than male for example female leader trusted by others they hate corruption
and females have great commitment on their leadership position .

39
4.3. Respondents view on the challenges of women participation in government primary
school Principal ship
Concerning this part the respondents were asked to put their degree of agreement to the status of
women participation in Government primary school Principal ship. As indicated earlier, weight
of the choices was represented as follows: 1=for strongly disagree; 2= disagree; 3= Undecided;
4= agree; and 5= strongly agree. And this was calculated by mean since the scale consists 5
points. 2.5 were taken as average; results exceeding 3.5 as high. Whereas scores less than 2. 5
were regarded as low, mean scores between 2.5 and 3.5 was considered to be moderate

40
Table 5: Challenges of women participation in Government primary school Principal ship
No Items Respondents Rating Scales Total Mean
Category SDA DA UD AG SA
1 2 3 4 5
1 Misconception of stake holders Teachers N 32 15 20 30 22 119 2.95
and teachers to accept women’s % 26.8 12.6 16.8 25.2 18.4 100
principal ship Principals N 4 4 2 4 3 17 2.88
% 23.5 23.5 11.7 23.5 17.6 100
2 Women’s lack of confidence Teachers N 6 7 11 36 59 119 4.13
% 5 5.8 9.2 30.2 49.5 100
Principals N 2 2 2 3 8 17 3.76
% 11.7 11.7 11.7 17.6 47 100
3 The roles women’s have in their Teachers N 2 4 10 17 74 119 4.01
family influence on their % 1.6 3.3 8.4 14.2 62.1 100
principal ship Principals N 2 2 2 4 7 17 3.94
% 11.7 11.7 11.7 23.5 41.1 100
4 Women teachers lack aspiration Teachers N 12 29 17 35 20 119 2.86
or motivation to be represented % 10 24.3 14.2 29.4 16.4 100
in your primary school Principals N 2 2 2 5 6 17 3.64
% 11.7 11.7 11.7 29.4 35.2 100
Sex discrimination Teachers N 27 18 12 33 27 119 2.94
5 % 22.6 15.1 10 27.7 22.6 100
Principals N 2 2 2 3 8 17 3.76
% 11.7 11.7 11.7 17.6 47 100
6 Male dominance of key over Teachers N 6 5 8 29 71 119 4.29
women educational leadership % 5 4.2 6.7 24.3 59.6 100
position Principals N 2 2 4 4 7 17 4.05
% 11.7 11.7 23.52 23.5 41.1 100
7 Women lack of encouragement Teachers N 5 8 12 34 60 119 4.05
and support from their family % 4.2 6.7 10 28.5 50.4 100
Principals N 2 2 2 4 7 17 4.29
% 11.7 11.7 11.7 23.5 41.1 100
8 Lack of careful monitoring and Teachers N 40 38 11 17 13 119 2.36
evaluation of the policy % 33.6 31.9 9.2 14.2 10.9 100
implementation that enhance Principals N 3 6 4 2 2 17 2.41
women’s participation % 17.6 35.2 29.4 11.7 11.7
9 Recognition and appreciation is Teachers N 10 19 10 27 53 119 3.78
not given for successful school % 8.4 15.9 8.4 22.6 44.5
leaders Principals N 2 2 3 4 6 17 3.58
% 11.7 11.7 17.6 23.5 35.2
10 Most people believe the ability Teachers N 11 10 14 39 45 119 3.81
to make decision rests with men % 9.2 8.4 11.7 32.7 37.8
Principals N 2 2 4 4 6 119 3.76
% 11.7 11.7 23.52 23.5 35.2

41
In the case of table 5 item number 1 Misconception of stakeholders and teachers to accept
women’s principal ship 32(26.8 %) of respondents responded strongly disagree,15(12.6 %) of
respondents responded disagree,20(16.8%) of respondents responded undecided,30(25.2%) of
respondents responded agree and 22(18.4%) of respondents responded strongly agree. And for
principals 4(23.5 %) of respondents responded strongly disagree, 4(23.5%) of respondents
responded disagree, 2(11.7%) of respondents responded undecided, 4(23.5%) of respondents
responded agree and 3(17.6%) of respondents responded strongly agree. The mean result
indicated the mean score 2.95 and 2.88for teachers and principals.

In the case of item number 2 Women’s lack of confidence 6(5%) of respondents responded
strongly disagree, 7(5.8%) of respondents responded disagree, 11(9.2%) of respondents
responded undecided, 36(30.2%) of respondents responded agree and 59(49.5%) strongly agree..
And for principals 2(11.7 %) of respondents responded strongly disagree, 2(11.7%) of
respondents responded disagree, 2(11.7%) of respondents responded undecided, 3(17.6%) of
respondents responded agree and 8(47%) of respondents responded strongly agree. The mean
result indicated the mean score 4.13and 3.76 for teachers and principals. All respondents show
their opinion moderate lack of confidence to participate in principal ship for women’s.
Respondents agreed the reason why females are not confident is because of the social back
ground they have. In the culture of the community in general, females are not leaders; they are
followers rather. As a result of lack of confidence, they are not aspired to become leaders. It can
be said that socio-cultural factors are the source of individual factors that caused females
underrepresentation in general.

As the analysis result indicated on item 3 the roles women’s have in their family influence on
their principal ship 2(6%) of respondents responded strongly disagree, 4(3.3%) of respondents
responded disagree, 10(8.4%) of respondents responded undecided, 17(14.2%) of respondents
responded agree and 74(62.1%) of respondents responded strongly agree.And for principals
2(11.7 %) of respondents responded strongly disagree, 2(11.7%) of respondents responded
disagree, 2(11.7%) of respondents responded undecided, 4(23.5%) of respondents responded
agree and 7(41.1%) of respondents responded strongly agree. The mean result indicated the
mean score 4.01and 3.94for teachers and principals. All respondents show their agreement
highly agree women’s responsibility of family child bearing and taking care of home affect their

42
participation in educational leadership .Women are more responsible to home or family related
issues than their male counterparts which in turn affects their participation in educational
leadership.

Table 5 item number 4 about Women teachers lack aspiration or motivation to be represented in
your school 12(10%) of respondents responded strongly disagree, 29(24.3%) of respondents
responded disagree, 17(14.2%) of respondents responded undecided, 35(29.4%) of respondents
responded agree and 20(16.5%) of respondents responded strongly agree. And for principals
2(11.7 %) of respondents responded strongly disagree, 2(11.7%) of respondents responded
disagree, 2(11.7%) of respondents responded undecided, 5(29.5%) of respondents responded
agree and 7(41.1%) of respondents responded strongly agree. The mean result indicated the
mean score 2.86 and 3.60 for teachers and principals

As the analysis result indicated on item 5 sex discrimination 27(22.6%) of respondents

responded strongly disagree, 18(15.1%) of respondents responded disagree, 12(10%) of
respondents responded undecided, 33(27.7%) of respondents responded, agree and 24(20.1%)
strongly agree.And for principals 2(11.7 %) of respondents responded strongly disagree,
2(11.7%) of respondents responded disagree, 2(11.7%) of respondents responded undecided,
5(29.5%) of respondents responded agree and 6(35.2%) of respondents responded strongly agree.
The mean result indicated the mean score 2.94 and 3.76 for teachers and principal

In the case of item 6 male dominance of key over women educational leadership 6(5%) of
respondents responded strongly disagree, 5(4.2%) of respondents responded disagree, 8(6.7%) of
respondents responded undecided, 29(24.3%) of respondents responded strongly agree and
71(59.6%) agree. And for principals 2(11.7 %) of respondents responded strongly disagree,
2(11.7%) of respondents responded disagree, 4(23.5%) of respondents responded undecided,
4(23.5%) of respondents responded agree and 6(35.2%) of respondents responded strongly agree.
the mean score 4.29 and 4.05 for teachers and principals this shows high cause of male
dominance over female in leadership position. This means there is over dominance of males in
the key educational leadership positions and even in the bottom

Leadership areas such as department head, club leaders, etc. The respondents also said that the
school principals even do not like to delegate powers and works to the female teachers as they do

43
not trust females to accomplish responsibilities timely and effectively. This implies that females
do not have opportunities to gain experiences in educational leadership. Others said that females
are over burdened by home responsibilities such as child care and other routine house works, and
this are not culturally shared by males. As a result, female teachers may not be interested to be
involved in educational leadership as it is difficult to hold house simultaneously with official
works.

As shown in table 5 item 7 about Women lack of encouragement and support from family
5(4.2%) of respondents responded strongly disagree, 8(6.7%) of respondents responded disagree,
12(10%) of respondents responded undecided, 34(28.5%) of respondents responded agree and
60(50.4%) %) of respondents responded strongly agree. And for principals 2(11.7 %) of
respondents responded strongly disagree, 2(11.7%) of respondents responded disagree, 2(11.7%)
of respondents responded undecided, 4(23.5%) of respondents responded agree and 7(41.1%) of
respondents responded strongly agree. the mean score 4.05and 4.29 for teachers and principals
women’s lack of support from family (partner) affects their participation and Women have
minimal authority in controlling commanding and managing household properties than their
counterparts have moderate cause with weighted mean scores Female teachers expressed their
opinion; the reason why they become reluctant to apply for the position as following: “I have an
interest to be a school leader (principal) but I have so many things to perform at home after I get
back from teaching. If I am not in a leader ship position I can have ample time to do lots of
things like taking care of my family, my kids and so on. However, if I held a leadership position,
I will have limited time to perform the household chores.

Concerning item number 8 which is about Lack of careful monitoring and evaluation of the
policy implementation that enhance women’s participation 40(33.6%) of respondents responded
strongly disagree,38(31.9%) of respondents responded disagree,11(9.2%) of respondents
responded undecided,17(14.2%) %)%) of respondents responded agree and 13(10.9%) of
respondents responded strongly agree And for principals 3(17.6%) of respondents responded
strongly disagree, 6(35.2%) of respondents responded disagree, 4(23.5%) of respondents
responded undecided, 2(11.7%) of respondents responded agree and 2(11.7%) of respondents
responded strongly agree. the mean score 2.36 and 2.41 for teachers and principals this shows
low Moreover this finding is supported by Commbs (2004:14) as she cautioned that “lack of

44
mentors is thus the problem for women aspiring to move upwards and this could be minimized
by getting more women in educational leadership positions. To sum up, those above
determination point of research investigations that all barriers experienced by women in
institutions are result either directly or indirectly of an andocentric academic institution
.Institutional structures, including qualifications and required work experience, promotion
procedures and job descriptions may help or hinder women’s in progress if appropriate selection
has taken place

For item number 9 which says that recognition and appreciation is not given for successful
school leaders 10(33.6%) of respondents responded strongly disagree, 19(15.9%) of respondents
responded disagree, 10(8.4%) of respondents responded undecided, 27(22.6%) respondents
responded agree and 53(44.5%) of respondents responded strongly agree. And for principals
2(11.7%) of respondents responded strongly disagree, 2(11.7%) of respondents responded
disagree, 3(17.6%) of respondents responded undecided, 4(23.5%) of respondents responded
agree and 6(35.2%) of respondents responded strongly agree. the mean score 3.78 and 3.58 for
teachers and principal this shows high cause of lack of recognition appreciation of women
participation in primary school principal ship .Respondents said that women’s who performed
good did not appreciated in addition to this recognition also not given for their good performance
rather the community and friends criticize their work.

In the case of item number 10 Most people believe the ability to make decision rests with men
14(11.7%) of respondents responded strongly disagree, 20(16, 8%) of respondents responded
disagree, 14(11.7%) of respondents responded undecided, 39(32.7%) of respondents responded
agree and 32(26.8%) of respondents responded strongly agree. And for principals 6(35.2%) of
respondents responded strongly disagree, 4(23.5%) of respondents responded disagree, 4(23.5%)
of respondents responded undecided, 2(11.7%) of respondents responded agree and 2(11.7%) of
respondents responded strongly agree. the mean score 3.81 and 3.76 for teachers and principal
of most people believe the ability to make decision rests with men. While the respondents point
of view still have the perception of men are capable of decision making.

Interview conducted with woreda education official and principals on what are challenges that
hinder women participation in educational leadership, he responded that the major challenges
that hinder women’s participation in leadership position, and firstly there are no females role

45
models in educational leadership that encourage female teachers to aspire for posse. Second the
responsibility of females within their family. Teachers said that there are different factors that
hinder women participation in educational leadership .These factors are generally categorized
into two major parts namely individual and social-structural According to the researcher‘s point
of view, they are resulted from each other and impede female’s participation in educational
leadership. For example, the reason why females are not confident is because of the social back
ground they have. In the culture of the community in general, females are not leaders; they are
followers rather. As a result of lack of confidence, they are not aspired to become leaders.

4.4. Respondents view on strategy to overcome Challenges of women participation in

Government primary school Principal Ship?
Concerning this part the respondents were asked to put their degree of agreement on what must
be done in the future to overcome challenges of women participation in Government primary
school Principal ship. As indicated earlier, weight of the choices was represented as follows:
1=for strongly disagree; 2= disagree; 3= Undecided; 4= agree; and 5= strongly agree. And this
was calculated by mean since the scale consists 5 points. 2.5 were taken as average; results
exceeding 3.5 as high. Whereas scores less than 2. 5 were regarded as low, mean scores between
2.5 and 3.5 was considered to be moderate.

46
Table 6: The strategy to overcome Challenges of women participation?

No Items Respondents Rating Scales Total Mean

Category SA AG UD DA SDA
1 2 3 4 5
1 Changing attitudes of the Teachers N 10 16.9 20 44 38 119 3.78
society % 8.4 2 16.9 36.9 31.9 100
Principals N 2 11.7 2 4 7 17 3.82
% 11.7 13 11.7 23.5 41.1 100
2 Giving gender stereotype Teachers N 19 10.9 13 32 41 119 3.52
training for the school % 15.9 2 10.9 26.8 34.4 100
community Principals N 2 11.7 2 3 8 17 3.76
% 11.7 14 11.7 17.6 47 100
3 Improving educational Teachers N 9 11.7 14 40 46 119 3.87
qualification of women % 7.5 2 11.7 33.6 38.6 100
Principals N 2 11.7 2 4 7 17 3.7
% 11.7 13 11.7 23.5 41.1 100
4 Providing opportunity for Teachers N 6 10.9 13 31 56 119 3.99
women participation in % 5 3 10.9 26 47 100
leadership position Principals N 2 17.6 3 3 7 17 3.64
% 11.7 15 17.6 17.6 41.1 100
Provide mentoring activities Teachers N 10 12.6 15 42 39 119 3.73
5 to enhance women’s % 8.4 2 12.6 35.2 32.7 100
participation in leadership Principals N 2 11.7 2 3 8 17 3.76
% 11.7 6 11.7 17.6 47 100
6 Empowering women in Teachers N 3 5 6 30 64 119 4.04
leadership position % 2.5 2 5 25.2 53.7 100
Principals N 2 11.7 2 5 6 17 3.64
% 11.7 11 11.7 29.4 35.2 100
7 Producing policy that Teachers N 10 9.2 11 37 45 119 3.76
empower women in % 8.4 2 9.2 31 37.8 100
leadership position Principals N 3 11.7 2 3 7 17 3.52
% 17.6 12 11.7 17.6 41.1 100
8 Increasing number of female Teachers N 9 10 12 44 12 119 3.74
that participate in leadership % 7.5 2 10 36.9 10 100
Principals N 2 11.7 2 3 8 17 3.76
% 11.7 17 11.7 17.6 47 100
9 Affirmative measure are Teachers N 11 14.2 17 26 32 119 3.29
taken in government primary % 9.2 2 14.2 21.8 26.8 100
school to encourage women Principals N 2 11.7 2 4 7 17 3.70
representation in leadership % 11.7 21 11.7 23.5 41.1 100
10 Segregation in women’s Teachers N 16 17.6 21 27 33 119 3.32
career must be eradicated % 13.4 2 17.6 22.6 27.7 100
Principals N 2 11.7 2 5 6 17 3.64
% 11.7 11.7 11.7 29.4 35.2 100

47
Table 6 item number 1 about changing the attitudes of the society 10(8.4%) of respondents
responded strongly disagree, 7(5.8%) of respondents responded disagree, 20(16.9%) of
respondents responded undecided, 44(36.9%) of respondents responded agree and 38(16.8%) of
respondents responded strongly agree. And for principals 2(11.7%) of respondents responded
strongly disagree, 2(11.7%) of respondents responded disagree, 2(11.7%) of respondents
responded undecided, 4(23.5%) of respondents responded agree and 7(41.1%) of respondents
responded strongly agree. the mean score 3.82 and 3.78 for teachers and principal Socio- cultural
factors are the reasons for the under- representation of females in educational leadership. Male
dominated leadership positions affect the participation of female teachers to be educational
leaders. In the belief of the researcher, these socio cultural factors emerge from each other. For
instance, the preference of males to females by the already leading males results in male
dominance in educational leadership positions so that females for this reason changing the
attitudes and the culture of the society is very important by giving awareness to the society.

In the case of item number2 giving gender stereotype training for the society 19(15.9%) of
respondents responded strongly disagree, 14(11.7%) of respondents responded disagree,
13(10.9%) of respondents responded undecided, 32(26.8%) of respondents responded agree and
41(34.4%) of respondents responded strongly agree. And for principals 2(11.7%) of respondents
responded strongly disagree, 2(11.7%) of respondents responded disagree, 2(11.7%) of
respondents responded undecided, 8(47%) of respondents responded agree and 3(17.6%) of
respondents responded strongly agree. the mean score 3.52 and 3.76 for teachers and principal

As shown in table 6 item 3 about increasing educational qualification of women 9(7.5%) of

respondents responded strongly disagree, 10(8.4%) of respondents responded disagree,
14(11.7%) of respondents responded undecided, 40(33.6%) of respondents responded agree and
46(38.6%) of respondents responded strongly agree. And for principals 2(11.7%) of respondents
responded strongly disagree, 2(11.7%) of respondents responded disagree, 2(11.7%) of
respondents responded undecided, 4(23.5%) of respondents responded agree and 7(41.1%) of
respondents responded strongly agree. the mean score 3.87 and 3.7 for teachers and principal

48
. As the analysis result indicated on item 4 providing opportunity for women participation in
leadership position 6(5%) of respondents responded strongly disagree, 13(10.9%) of respondents
responded disagree, 13(10.9%) of respondents responded undecided, 31(26%) of respondents
responded, agree and 56(47%) strongly agree. 7(41.1%) of respondents strongly agree. In the
same way principal in primary school 3(17.6%) of respondents responded disagree, 3(17.6%) of
respondents responded undecided, 2(11.7%) of respondents responded agree and 2(11.7%) of
respondents responded strongly agree. the mean score 3.99 and 3.64 for teachers and principal.
Respondents agreed that women’s need support and providing opportunity on their work by
selection and placement equal to the men.

Concerning item number 5 providing mentoring activities to enhance women’s participation in

leadership 10(8.4%) of respondents responded strongly disagree, 13(10.9%) of respondents
responded disagree, 15(12.6%) of respondents responded undecided, 42(35.2%) of respondents
agree and 39(32.7%) of respondents responded strongly agree. 2(11.7%) of respondents
responded strongly disagree, 2(11.7%) of respondents responded disagree, 2(11.7%) of
respondents responded undecided, 3(17.6%) of respondents responded agree and 8(47%) of
respondents responded strongly agree. the mean score 3.75 and 3.76 for teachers and principal
Respondent said, for instance, the preference of males to females by the already leading males
results in male dominance in educational leadership positions so that females are
underrepresented. Likewise, in the case of lack of mentoring service for females in their own
staff, the researcher likes to forward two ideas. The first is that male mentors like to mentor male
mentees thinking that males are fast at easily acquiring advices and guidance so that they do not
impose their mentors by asking them for consecutive helps. Because of all of this problem
women underrepresented in order to eradicate all of this obstacles women need continues
mentoring service and guidance.

For item number 6 which says that empowering women in leadership position 3(2.5%) of
respondents responded strongly disagree, 5(4.2%) of respondents responded disagree, 6(5%) of
respondents responded undecided, 30(25.2%) of respondents responded agree and 64(53.7%) of
respondents responded strongly agree. In the same way principal in primary school 2(11.7%) of
respondents responded strongly disagree, 2(11.7%) of respondents responded disagree, 2(11.7%)

49
of respondents responded undecided, 5(23.5%) of respondents responded agree and 6(35.2%) of
respondents responded strongly agree. the mean score 4.04 and 3.64 for teachers and principal

The majority of the respondents voiced that: schools needs to encourage female teachers to come
to educational leadership areas, schools may give chances to female teachers to participate in
decision making positions such as school committees, unit leaders, heads of department,
mentors, and internal supervisors and so on: schools recommended to have women empowering
strategies like short and long term training: giving recognition and encouragement to better
performing female teachers and female students at school level: and schools need to do much
work on awareness creation about sex equality among the school communities.

In item 7 of table 6 about producing policy that empower women in leadership 10(8.4%) of
respondents responded strongly disagree, 16(13.4%) of respondents responded disagree,
11(9.2%) of respondents responded undecided, 37(31%) of respondents responded agree and
45(37.8%) of respondents responded strongly agree. And for principals 3(17.6%) of respondents
responded strongly disagree, 2(11.7%) of respondents responded disagree, 2(11.7%) of
respondents responded undecided, 3(17.6%) of respondents responded agree and 7(41.1%) of
respondents responded strongly agree. the mean score 3.76 and 3.52 for teachers and principal

In item 8 of table 6 regarding increasing number of female that participate in principal ship
9(7.5%) respondents responded strongly disagree, 15(12.6%) of respondents responded disagree,
12(10%) of respondents responded undecided, 44(36.9%) of respondents responded agree and
39(32.7%) %) of respondents responded strongly agree. In the same way principals in primary
school 2(11.7%) of respondents responded strongly disagree, 2(11.7%) of respondents responded
disagree, 2(11.7%) of respondents responded undecided, 3(17.6%) of respondents responded
agree and 8(47%) of respondents responded strongly agree. the mean score 3.74 and 3.76 for
teachers and principals suggestions, to increase number of female participation in educational
leadership positions; the respondents also forwarded the following ideas under the item number 8
Accordingly, female teachers should be assigned at the bottom educational leadership positions
such as department head, unit leader, club coordinator and PTA so that they would get bottom
experiences that will help them for future leadership positions advancement. In addition to that,
the society and the female teachers themselves should get awareness through different trainings
and workshops about the equality of females and males to alleviate the inequity matter (gender

50
stereo type or sex discrimination) in bringing females to the educational leadership positions.
This will help the females to be confident and to aspire for leadership positions. Increasing the
gender heterogeneity in the primary school teaching staff is another suggestion because the more
the number of female teachers exists in the staff is the more female competent may exist for
educational leadership positions. The respondents also said that female role models should be put
in the educational leadership positions and male dominance should be minimized. Different
education administrative bodies need to play their own roles in enhancing females ‘participation
in educational leadership. The majority of the respondents voiced that: schools needs to
encourage female teachers to come to educational leadership areas, schools may give chances to
female teachers to participate in decision making positions such as school committees, unit
leaders, heads of department, mentors, and internal supervisors and so on: schools recommended
to have women empowering strategies like short and long term training: giving recognition and
encouragement to better performing female teachers and female students at school level: and
schools need to do much work on awareness creation about sex equality among the school
communities. In addition, the respondents suggested that the woreda education office is another
determinant body that can play great role in increasing females ‘involvement in educational
leadership.

Concerning item number 9 which is about Affirmative measures are taken in government
primary school to encourage women representation in leadership 11(9.2%) of respondents
responded strongly disagree, 33(27.7%) of respondents responded disagree, 17(14.2%) of
respondents responded undecided, 26(21.8%) of respondents responded agree and 32(26.8%) of
respondents responded strongly agree. Principals in primary school 2(11.7%) of respondents
responded strongly disagree, 2(11.7%) of respondents responded disagree, 2(11.7%) of
respondents responded undecided, 3(17.6%) of respondents responded agree and 8(47%) of
respondents responded strongly agree. the mean score 3.74 and 3.76 for teachers and principal,
inquired if women are being helped by the affirmative action laws that provide them with the
accesses that advance their career. Respondents agreed that affirmative action laws have
adequately helped to provide women with opportunities for career advancement by giving
priority for females if they have the same performance with the male competent. Quotas and
targets can be perceived as discriminatory (in this case against men) or as risking causing
backlash and accusations of tokenism (Baez, 2003; Lihamba et al, 2006; Morley et al, 2006).

51
Conversely, they can be seen as necessary and suitable, particularly in areas where gender
segregation is entrenched, and can compensate for and tackle gender bias in recruitment and
selection (OECD, 2008)

As shown in table 7item 10 about Segregation in women’s careers must be eradicated16 (13.4%)
of respondents responded strongly disagree, 22(18.4%) of respondents responded disagree,
21(17.6%) of respondents responded undecided, 27(22.6%) of respondents responded agree and
33(27.7%) of respondents responded strongly agree. The average means regarding this item is
3.32 this show moderate this result is also supported by interview respondents that there is no sex
segregation during recruiting principal at all levels. However; educational institutions do not use
their official effort to make women active participant in educational leadership. Respondents
show their agreement in moderate weighted mean score 3.32 and it implies that not making
women active participant in educational sectors impacted women to involve in principal ship.
The finding indicate that the impact of not having the chance to be active participant in
educational leadership leads to minimal visibility of women like men to get the chance to be
empowered like men. The weighted mean score assures that it is moderate cause for women’s
participation in primary school leadership.

Interview conducted with woreda education official and principals on the what do you think
should be done to improve their participation, he responded that to improve women’s
participation in educational leadership position special attention is given to female teachers while
recruiting and selecting for principal ship positions. Empower and assign female teachers in
different levels of educational leadership areas such as principals, education office experts.
Teachers said that female teachers should be assigned at the bottom educational leadership
positions such as department head, unit leader, club coordinator and PTA so that they would get
bottom experiences that will help them for future leadership positions advancement. In addition
to that, the society and the female teachers themselves should get awareness through different
trainings and workshops about the equality of females and males to alleviate the inequity matter
(gender stereo type or sex discrimination) in bringing females to the educational leadership
positions. This will help the females to be confident and to aspire for leadership positions.
Increasing the gender heterogeneity in the secondary school teaching staff is another suggestion

52
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION OF THE FINDINGS

This chapter deals with summary, conclusions and recommendations. The conclusions drawn
from the findings, the conclusions drawn from the findings and recommendations that the
researcher proposes and assumed which will go a long way to identify the challenges for women
participation in primary schools of gumay woreda.

5.1 Summary
The strategy of the research was to assess women’s participation in educational leadership in
Gumay woreda.

The following basic questions were put for to be answered in this study

1. What is the status of women participation in primary school leadership in Gumay

woreda?
2. To what extent do female teachers participate in educational leadership in primary
Schools of Gumay woreda?
3. What is the challenges /factors/ that women teachers encounter in their pursuit of
leadership positions in primary schools of Gumay Woreda?
4. What should be done in the future to overcome these challenges?
To answer these research questions, descriptive survey method was employed. To this effect the
study was conducted in 17 randomly selected primary schools of gumay woreda. A total of 119
teachers were selected through simple random sampling technique. To participate in the study.
Furthermore, 17 principals, 1 Woreda education officers were selected by availability sampling,
and 17 primary school female and male teachers were selected purposively, since the researcher
believed that she could get valid information especially concerning the challenges of women in
educational leadership positions. To gather necessary information on the issue, 119
questionnaires were distributed to teachers, and all questions filled and returned. In addition,
semi-structured interview was conducted with 17 school principals, 1 woreda education officer.
Accordingly, the data collected from teachers through closed ended questionnaire was analyzed
and interpreted by using percentage. The analysis of the quantitative data was performed in the
help of SPSS version. The data gathered through open ended questionnaire and semi-structured

53
interview was analyzed qualitatively using narrations to support the result obtained from
quantitative analysis.

5.1. The status of women’s participation in government primary school of Gumay woreda

The status of women participation identified by the researcher came up with the following major
findings

In the government primary schools, 85(%) male and 34(%) teachers working in sample school.
In addition to this 0(0%) female principals and 17(50%) male are currently working in the
sample schools.

Generally the findings showed that not only teachers but also the principals in primary school are
male dominated.

Based on the results of table 3, item 3 75(63%) of the respondents agree with the idea that
women in primary school consider the family roles and teaching as more important than
principal ship. home and family responsibility affects more the entrance of women to educational
leadership overburdened with home and family responsibilities; women retreat to accept school
leadership. That is consistent with Shakeshaft’s finding “In most families, women are still
responsible for the majority of child-care and homemaking.

Concerning women educational leaders preferred over men by subordinate show their agreement
moderately this indicate from this, the researcher assumes that the subordinates do not have the
beliefs females can do. This may be because they have not been led by female leaders at school
in their experience. They rather have the belief of cultural proverb which says the women
leadership leaves the door closed! ‘This means that the females ‘leadership is rigid and does not
have freedom for the subordinates.

54
5.2 The extent of female teachers effective in leading primary school

Regarding about women performance are underrepresented than males counterparts This
indicates women’s by nature not have underrepresented performance but also the cultural
background and their lack of self-esteem hold them back from participating in leadership
position.

Women are encouraged to leadership posts by training. Respondents said that all the factors
estimated to be hindrance to women’s educational leadership participation must be researched
and deeply investigated to obtain active and effective women’s educational leadership
participation .As research indicates, women possess a better leadership behavior and style than
men. This natural quality must be supported and developed by packages and program to exploit

5.3 Challenges that hinder women participation in educational leadership

Regarding the challenges those hinder women’s participation in secondary school principal ship
there are points indicated that still need more attention. There are lacks of support from their
family, lack of confidence to become leadership and lack of opportunity to gate leadership
position

5.4 Strategy to overcome the challenge of women participation in educational leadership

Majority of the respondents 64(53.7%) voiced that: schools needs to encourage female teachers
to come to educational leadership areas, schools may give chances to female teachers to
participate in decision making positions such as school committees, unit leaders, heads of
department, mentors, and internal supervisors and so on: schools recommended to have women
empowering strategies like short and long term training: giving recognition and encouragement
to better performing female teachers and female students at school level: and schools need to do
much work on awareness creation about sex equality among the school communities

Regarding increasing number of female that participate in principal ship majority 44 (36.9%) of
respondents said that, to increase number of female participation in educational leadership
positions, female teachers should be assigned at the bottom educational leadership positions such
as department head, unit leader, club coordinator and PTA so that they would get bottom
experiences that will help them for future leadership positions advancement. In addition to that,

55
the society and the female teachers themselves should get awareness through different trainings
and workshops about the equality of females and males to alleviate the inequity matter (gender
stereo type or sex discrimination) in bringing females to the educational leadership positions.
This will help the females to be confident and to aspire for leadership positions. Increasing the
gender heterogeneity in the primary school teaching staff is another suggestion because the more
the number of female teachers exists in the staff is the more female competent may exist for
educational leadership positions.

56
5.2 Conclusion
As it was mentioned earlier, the major focus of this study was to assess the status of women’s
participation in educational leadership

Factor for female participation of in primary school principal ship position is the result that most
of the leadership positions are occupied by males in schools so that females couldn‘t get
opportunities to show their talent. Towards this, women moving in to the public sphere treated
many of the basic conceptions of the rational bureaucratic world .Thus, steps were taken by top
male administrators and male dominated school boards to make ascertain that women
administrators were concentrated in the lower administrative echelons and that the male old-
boy‘s network was promoted (Blackmore, 1993)

The finding of the study revealed that there perceived that reason why females are not confident
is because; there are no female role models in educational leadership positions that would
encourage female teachers to aspire for posts. Secondly, attitude of the school society does not
enhance female teachers to become a leader. Because of this, female teachers are not interested
to be involved in educational leadership positions. This means female teachers do not have
confidence that their leadership service is valued by the school society and the subordinates. In
addition, the key educational leadership positions have been already occupied by well
experienced male leaders. This means there is over dominance of males in the key educational
leadership positions and even in the bottom leadership areas such as department head, club
leaders.

Regarding lack of support from their family of respondents believe that women’s lack of support
from family (partner) affects their. All respondents show their agreement highly agree women’s
responsibility of family child bearing and taking care of home affect their participation in
educational leadership .Women are more responsible to home or family related issues than their
male counterparts which in turn affects their participation in educational

57
5.3. Recommendation
In order to increase female’s participation in educational leadership positions, some important
recommendations are found below based on the finding of the study.

 In many primary schools, the number of female teachers and female principals are
very low female compared to male teachers and male principals. Therefore the
woreda education office should identify and create conducive environment, such as
improving school administration, educational facilities and taking strong student
discipline measure
 To ensure women participation in principal ship, the necessary conditions that
equipped them to that end should be provided for instance, women teaching in
secondary schools should be given the opportunity to learn and upgrade themselves
and build their confidence in every direction so that they fit into principal ship
position.
 In order to put balance between work and their house hold responsibilities women
need support so that the society, their house hold and in general the community must
break out from the traditional perception that child care and house hold work are
women’s work and share half of the responsibilities.
 Giving awareness for females on the concept that leading is not something
unachievable ‘can plant motivation to be a leader. Then bringing some well achieving
female teachers to positions would help to produce female role models for the rest
ones.
 Male dominance should be minimized. In line with this, different education
administrative bodies need to play their own roles in enhancing females’ participation
in educational leadership. For example, schools need to encourage female teachers to
come to educational leadership areas; schools have to give chances to female teachers
to participate in decision making positions such as school committees, unit leaders,
heads of department, mentors, and internal supervisors, etc. In addition, schools have
to design women empowering strategies like short and long term trainings, giving
recognition and encouragement to better performing female teachers and female
students at school level.

58
  The zonal education office also has to play a very vital part in bringing female
teachers to power. For instance, it needs to create a bind relation with REO, WEO,
and ZEO and with other concerned bodies so as to prepare different educational and
other training opportunities for female teachers to upgrade and update their capacity.
Generally, creating awareness for community and female teachers, and to putting
balance between work and their house hold responsibilities women need support so
that the society, their house hold and female role models should be put in the
educational leadership positions is necessary to enhance females ‘participation in
educational leadership.

59
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Appendices
Appendix I

Jimma University

I.Quationnaire for Primary School Teachers and principals

College of Education and Behavioral Science Department of Educational

Planning and Management

Dear Teachers: The objective of this questionnaire is to collect data for the study entitled
“Women’s Participation in Educational Leadership: Current Status and Challenges, in
Government Primary Schools of Gumay woreda Jimma zone’’since your cooperation plays a
vital role for the study, kindly request you to give your responses will be kept confidential and
will be used only for the purpose of this research

Please note that:

1. Do not write your name on the questionnaire

2. Read the instructions carefully before you give responses

3. Give only a single answer for each item

4. Return the questionnaire as soon as possible after completion

Thank you for participation

63
Part one: Background information and personal data

1.School______
2. Sex male  female 

3. Age in years

20-25 26-30 31-35 36-40 41-45 46-50 51 and above

4. Work Experiences

1-5 years  6-10  11-15 

16-20  21-25  26-30  31 and above 

5. Education qualification

Certificate  Diploma BA/BSC  MA/MSC 

6. Marital statuses

Single  Married Unmarried Divorce 

7. What is your Current Position in Your School?

A. Principal  B.Teacher  C.Vice Principal  D.Superviser 

Part one: Question to generate basic data

Indicate your response for the following likert scale item. Put a tick (√) mark to write in to box.

To corresponding an action.1=strongly disagree (SD), 2= Disagree (DA), 3=Undecided (U),

4=Agree (A), 5=strongly agree (SA).

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2.1. The Status of Women’s Participation in government Primary schools of Gumay
Woreda

No Items Scales

5 4 3 2 1

1 The societies are encouraging female representation in

primary school principal ship
2 Women who works in primary school principal ship have
no relation with woreda office
3 Women in primary school consider the family roles and
teaching as more important than principal ship
4 Women educational leaders preferred over men by
subordinate
5 Women consider themselves to have low level of
acceptance than men
6 Women’s have fear of accepting additional responsibilities

7 Women’s are not motivated to be a leader

8 Most women can play better leadership role compared to

men
9 The government appreciate the participation of female in
primary school leadership
10 Women’s have equal opportunity to participate in
leadership position

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2.2. The Extent of Female Teachers Effectiveness in Leading Primary Schools of Gumay
Woreda

No Items Scales

5 4 3 2 1

1 Women Perception for themselves are poor

2 Women assume they are not decide by them selves

3 Women performance are underrepresented than males

counterparts
4 Women can made decision and committed than men

5 Women’s should demonstrate their concern for teachers

achievements in many ways
6 Women’s are more competent than men in leading primary
school
7 Schools need leaders who have a vision for improving the
school’s learning
8 Women’s assume that they will note successful in leading
school
9 Women are encouraged to leadership posts by training

10 Women’s perceive themselves they are not effective like

men

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2.3. Challenges of women participation in government primary school principal ship

No Items Scales

5 4 3 2 1

1 Misconception of stake holders and teachers to accept

women’s principal ship
2 Women’s lack of confidence

3 The roles women’s have in their family influence on their

principal ship
4 Women teachers lack aspiration or motivation to be
represented in primary school
5 Sex discrimination

6 Male dominance of key over women educational

leadership position
7 Women lack of encouragement and support from their
partner
8 Lack of careful monitoring and evaluation of the policy
implementation that enhance women’s participation
9 Recognition and appreciation is not given for successful
school leaders
10 Most people believe the ability to make decision rests with
men

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2.4. The Strategy to overcome the Challenges of women participation in Educational
Leadership

No Items Scales

5 4 3 2 1

2 Giving gender stereotype training for the school

community
3 Increasing educational qualification of women

4 Provide opportunity for women participation in leadership

position
5 Provide mentoring activities to enhance women’s
participation in leadership
6 Empowering women in leadership position

7 Producing policy that empower women in leadership

8 Increasing number of female that participate in leadership

9 Affirmative measures are taken in government primary

schools to encourage women representation in leadership
10 Segregation in women’s career’s must be eradicated

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 Appendices

Appendix II

II. Sample interview

Jimma University

College of Education and Behavioral Science Department of Educational

Planning and Management

Guide to interview conducted on school principals and woreda education official and
primary school teachers

Part I: Background Information

1. School _________
2. 2. Educational background, __________
3. 3. Work experience ____________
4. What is your current position in your School, ____________

Part II: Interview Questions for Educational Officials and secondary school

The purpose of the interview is to study the status of women participation in principal ship, the
extent of female effectiveness in leading primary school and challenges that hinder their
participation in principal ship

Thank you for your participation.

1. From your experience and observation what is the current status of female participation

2. Would you tell me the major factor that hinder females participation in educational leadership

3. Do you think women teachers effective in leading schools than men?

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4. What should be done to improve women participation in educational leadership?

5. Does your institution encourage women?

70