Assessing the Effectiveness of Women in Secondary School Leadership Positions: A Case of Kafue District

Abstract

The purpose of this study was to assess the effectiveness of women in secondary school leadership positions. The objective was to examine how women in secondary school positions are able to ensure effective leadership. This study was conducted in the selected secondary schools in Kafue district, Lusaka province of Zambia. Participants included the Head teachers, Deputy Head teachers, HoDs as well as teachers. A mixed method design employing both quantitative and qualitative approaches was used. The sample consisted of 595 participants comprising 5 Head teachers, 5 Deputy Head teachers, 20 Heads of Departments and 25 teachers (5 from each selected school). Data was collected through semi-structured questionnaires, interviews, and document analysis guide. The quantitative data was analysed manually suing a calculator, while the qualitative data was analysed using thematic analysis. Findings revealed that women supervisors tend to have good relationships with other members of staff in the school. Despite challenges that women encounter in their daily school leadership endeavours, findings on various components, such as personality, experiences and training, emotional intelligence, communication skills and ability, are testimonies that women have the potential to discharge leadership duties efficiently and effectively given the necessary support and resources. Basing on the research findings, the following recommendations are made: (i) the government should promote leadership continuous professional development among the women in secondary schools (ii) the government should re-emphasize on sensitizing the general public and secondary school teachers in particular, on gender stereotype against women in secondary school leadership positions. (iii) There should be gender balance in terms of numbers of teachers in secondary school leadership positions to maximize the benefits and strengths of the leadership styles of each gender.