Abstract
The study explored the challenges of women in educational leadership in Tano North Municipality, Ahafo Region of Ghana. This was a qualitative study which employed case study design. Purposive sampling technique was used to select participants comprising 15 women in educational leadership position for the study. Semi-structured interview guide were the instruments used for data collection. The data was analysed using thematic approach. It emerged that some teachers do not accord female heads the necessary respect due to their culture, religious background and perception about women in general. Also, the problem of heavy workload associated with their new positions posed challenges to women in educational leadership position. It was established that mentoring, professional development coupled with leadership and administrative support help women in leadership positions to excel. It is recommended that Tano North Municipal Education office and other gender-based groups should periodically organize leadership training programmes or seminars for women to prepare them professionally for leadership positions. Keywords : Leadership, Subordinates, Gender, Equality, Position. DOI: 10.7176/JEP/11-31-04 Publication date: November 30 th 2020
Highlights
Worldwide, women are underprivileged in terms of leadership representation both in the public and private sectors of our national life. (Anigwe, 2013)
The important role of women in educational development and the economy has stimulated the need for women involvement in the educational leadership position
Opposition from subordinates The results indicated that head teachers were confronted with the problem of opposition from teachers
Summary
Women are underprivileged in terms of leadership representation both in the public and private sectors of our national life. (Anigwe, 2013). Since the Beijing Conference in 1995, women have gained prominence in global thrifts and policies resulting in increased exposure to leadership positions. It is generally acknowledged that national discourse and gender stereotypes in education in relation to planned positioning and governance qualities impart the capability of women to effectively seek public office. In the view of Elson (2005) the challenges women continue to face in educational leadership position is based upon the sexual characteristics, patriarchy and division of labour in the society. “It cannot widen to cover all the deficiencies left by reduced public operating expense. It cannot absorb all the shocks of adjustment” (Baah-Boateng, 2009 p.128)
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