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The lived experiences of female head teachers in rural primary schools in Kenya

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dc.contributor.advisor Steyn, G. M.
dc.contributor.author Wangui, Parsaloi Mary
dc.date.accessioned 2012-08-17T12:10:02Z
dc.date.available 2012-08-17T12:10:02Z
dc.date.issued 2012-02
dc.identifier.citation Wangui, Parsaloi Mary (2012) The lived experiences of female head teachers in rural primary schools in Kenya, University of South Africa, Pretoria, <http://hdl.handle.net/10500/6107> en
dc.identifier.uri http://hdl.handle.net/10500/6107
dc.description.abstract The under-representation of women in positions of leadership in primary schools is common in many developing countries, raising issues of equity, social justice and sustainable development. Studies on gender and leadership have revealed that a number of barriers existed for women seeking positions of educational leadership. This includes social-cultural factors, the expectations of the society, as well as women’s perceptions of themselves, and of leadership. This study was concerned with the representation of women in leadership positions in Kenya’s rural primary schools. In particular, it explored the educational leadership experiences of women working in schools in the rural areas within Kajiado County. It sought strategies to enhance the participation of women in leadership roles in rural primary schools. The data were primarily gathered by means of qualitative methods. Semi-structured interviews were conducted with fifteen female head teachers drawn from public primary schools. Unstructured observation was done during visits to the schools, and during the interviews, field-notes were taken. The women gave rich descriptions of the various aspects of their work-lives within the context of sharing the challenges and strengths experienced in their careers. Secondary data were gathered by means of research, where the researcher reviewed the existing literature on women and leadership. The data that were collected were analyzed, categorized, synthesized and interpreted. The findings were presented in rich descriptions, which also included anecdotes from the participants. The key findings revealed administrative challenges, which included the grievances of the parents, limited resources, issues with accountability, time-management and the handling of difficult teachers. Personal challenges included wavering self-confidence, problems with trying to balance work and social lives, as well as home-work conflicts. The findings revealed the participants’ inadequate preparation for their leadership roles, and society’s initial skepticism on women’s school leadership. The study also revealed women’s reluctance to take up leadership positions, as was evidenced by their reluctance in applying for the positions.The study found that the participation of women in primary school leadership positions could be enhanced by means of attractive remuneration, effective mentoring, positive role-models, programmes for the preparation for leadership, and the assurance of limited geographical movement on promotion. en
dc.format.extent 1 online resource (xii, 114 leaves)
dc.language.iso en en
dc.subject Female head teachers en
dc.subject Primay schools en
dc.subject Rural primary schools en
dc.subject.ddc 372.120120820967627
dc.subject.lcsh Elementary school principals -- Kenya -- Kajiado District en
dc.subject.lcsh Elementary school administration -- Kenya -- Kajiado District en
dc.subject.lcsh Women school principals -- Kenya -- Kajiado District en
dc.subject.lcsh Rural schools -- Kenya -- Kajiado District -- Administration en
dc.title The lived experiences of female head teachers in rural primary schools in Kenya en
dc.type Dissertation en
dc.description.department Educational Studies en
dc.description.degree M. Ed. (Education Management)


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