Advancing gender parity in educational leadership: Insights from selected secondary schools in Shinyanga Municipality

Abstract

This study had two objectives: firstly, it examined the factors contributing to women's underrepresentation in senior leadership positions in selected secondary schools in Shinyanga Municipality. Secondly, it explores strategies to ensure gender parity in schools’ leadership positions. While previous studies have investigated factors contributing to women’s underrepresentation, there is still little information on strategies to ensure gender equality in schools’ leadership positions. To ensure equality in school leadership positions, it is significant to determine factors contributing to women’s underrepresentation and to identify strategies to promote gender equality. To attain the study objectives, data were collected through questionnaires and semi-structured interviews. A total of 137 respondents participated in filling in the questionnaires, while 6 participants were involved in the semi-structured interviews. The quantitative part of the data was analysed using a logistic regression model, while the qualitative data underwent analysis using thematic methods. The findings revealed several factors impeding women from accessing leadership positions. These were: lack of confidence, low educational qualification, work-life interface, lack of mentorship, inaccessibility to leadership opportunities, women’s disengagement in decision-making, societal expectations, inflexible work plans, unsupportive networks, and individual unwillingness. The findings also revealed several strategies to ensure gender equality in school leadership positions such as adequate implementation of policy advocating for fair appointment, training on leadership skills, formation of platforms and forums for women’s participation in educational leadership, and shaping societal views and expectations. This study recommends the formation of concrete policies that will guide the relevant educational authority in appointing teachers into managerial positions in secondary schools. The presence of such policies will help to minimise the gender gap in school management.