i

ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES

DEPARTMENT OF EDUCATIONAL PLANNINIG AND MANAGEMENT

FACTORS AFFECTING WOMEN’S PARTICIPATION IN

EDUCATIONAL LEADERSHIP POSITION IN THE OROMIA

NATIONAL STATE REGION WEST-SHOA ZONE ABUNA

GINDEBERET WOREDA PRIMARY SCHOOLS

THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN

SCHOOL LEADERSHIP

FISSIHA TESEMMA BERIHUN

ADDIS ABABA, ETHIOPIA.

NOVEMBER, 2019

ii

FACTORS AFFECTING WOMEN’S PARTICIPATION IN

EDUCATIONAL LEADERSHIP POSITION IN OROMIA NATIONAL

STATE REGION WEST-SHOA ZONE ABUNA GINDEBERET WOREDA

PRIMARY SCHOOLS

ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES

DEPARTMENT OF EDUCATIONAL PLANNINIG AND MANAGEMENT

THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE DEGREE OF ARTS IN SCHOOL

LEADERSHIP

ADVISOR: GETNET TIZAZU (PhD.)

ADDIS ABABA, ETHIOPIA.

NOVEMBER, 2019

iii

Addis Ababa University

School of Graduate Studies

This is to certify that the thesis prepared by fissiha tesemma berihun entitled: Factors Affecting

Women‟s Participation in Educational Leadership in West Shoa Zone of Oromia Region and

submitted in partial fulfillment of the requirements for the Degree of Master of Arts in

(Educational Leadership) complies with the regulation of the University and meets the accepted

standards with respected to originality and quality.

Signed by the Examining Committee:

Examiner _____________________ Signature_________ Date___________

Examiner _____________________ Signature________ Date____________

Advisor_______________________ Signature________ Date____________

Chair of Department of Graduate Program Coordinator

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Acknowledgments

I would like to express my deep gratitude for the core of my heart to God who has given me the

strength to carry on my hard times and for his invaluable(precious) gift being with me through

out in my study as the research comes to end with his will.

I would also fell the deepest sense of gratitude to my advisor Getnet Tizazu (PhD) for his

guidance, encouragement, useful suggestions, constructive comments, and feedback from the

beginning to the end of my research activities.

I would also like express my thanks to my friends Mr. FufaBurju, Mr. Abate Asefa, Mr.

BiranuKumesa who were kind enough to read and comment on the instrument of data collection.

I would like to extend my appreciation to the experts in Abuna Gindeberet Woreda Education

office for providing me manuals, guides and statistical data.

Other people who deserve particular mention my wife Mrs. GenetG/Yohannis, my son Ashenafi

Fissiha my Daughter Selamawit Fissiha, Teshome Gejea, Obsa Bekele, Admasu G/Yohannis;

some of them providing me material resources while others assisted me during data collection.

Finally, I want to give thanks for all teachers and educational leaders for providing me the

necessary data and information.

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Table of Contents

Acknowledgments............................................................................................................................ i

Table of Contents …………………………………………………………………………………ii

List of Tables ............................................................................................................................. vi

List of Abbreviations and Acronyms ............................................................................................ vii

Abstract ........................................................................................................................................ viii

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

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

1.1 Background of the Study ....................................................................................................... 1

1.2. Statement of the problems .................................................................................................... 5

1.3 Research Questions ............................................................................................................... 6

1.4. Objectives of the Study ........................................................................................................ 7

1.4.1. General Objectives ........................................................................................................ 7

1.4.2 The specific objectives of this study were: ..................................................................... 7

1.5. Significance of the Study ..................................................................................................... 7

1.6. Delimitation of the study ...................................................................................................... 8

1.7 Limitation of the Study ......................................................................................................... 9

1.8 Definition of Key Terms ....................................................................................................... 9

1.9 Organization of the Study ..................................................................................................... 9

CHAPTER TWO .......................................................................................................................... 11

REVIEW OF RELATED LITERATURE .................................................................................... 11

2.1 An Overview of Leadership ................................................................................................ 11

2.1.1 Definition of Leadership ............................................................................................... 12

2.1.2 Male‟s Verses Female‟s Leadership Style.................................................................... 14

2.1.3 Leadership in Education ............................................................................................... 15

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2.2 Women and Educational Leadership ................................................................................... 16

2.2.1 Leadership Role of Women in Education sector .......................................................... 16

2.2.2 Women and Leadership Style ....................................................................................... 16

2.2.3 Women‟s Aspiration in Educational Leadership .......................................................... 18

2.2.4 Recruitment and Selection criteria for School Leaders ................................................ 19

2.2.5 Women‟s Leadership Abilities, Skills and Competencies ............................................ 20

2.2.6 Women‟s Participation in Educational Leadership ...................................................... 23

2.2.6.1 Global Context ........................................................................................................... 23

2.2.6.2 National Context ........................................................................................................ 24

2.3 Factors Affecting Women‟s Participation in Educational Leadership. ............................... 25

2.3.1 Socio- cultural Factors .................................................................................................. 25

2.3.2 Gender Socialization ..................................................................................................... 25

2.3.3 Societal Attitudes and Perception ................................................................................. 26

2.3.4 Attitude of Women towards Themselves. .................................................................... 27

2.3.5 Home Responsibilities .................................................................................................. 27

2.3.6 Institutional Factors ...................................................................................................... 28

2.3.7 Sex Segregation/ Discrimination in Hiring of Educational Leaders ............................ 29

2.3.8 Lack of Leadership Mentors and support System ........................................................ 29

2.3.9 Lack of Role Models .................................................................................................... 30

2.3.10 Lack of Professional Network .................................................................................... 31

2.3.11 Lack of Visibility ........................................................................................................ 31

2.3.12 Lack of an Equal Education, training and Promotion Opportunity ............................ 32

2.3.13 Awareness Creation and Attitudinal Change .............................................................. 32

CHAPTER THREE ...................................................................................................................... 34

RESEARCH DESIGN AND METHODOLOGY ........................................................................ 34

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3.1 The Research Design ........................................................................................................... 34

3.2 Study area and population ................................................................................................... 35

3.3 Source of Data ..................................................................................................................... 35

3.3.1 Primary Source of Data ................................................................................................ 36

3.3.2 Secondary Source of Data ............................................................................................ 36

3.4 Sample size and sampling Techniques ................................................................................ 36

3.5 Instruments and procedures of Data Collection .................................................................. 39

3.5.1 Instruments of Data Collection ..................................................................................... 39

3.5.2 Procedures of Data Collection ...................................................................................... 41

3.6 Methods of Data Analysis ................................................................................................... 41

3.6.1 Quantitative Data Analysis ........................................................................................... 42

3.6.2 Qualitative Data Analysis ............................................................................................. 42

3.7 The Validity and Reliability Checks ................................................................................... 42

3.8 Ethical Considerations......................................................................................................... 44

CHAPTER FOUR ......................................................................................................................... 45

4. Presentation, Analysis and Interpretations of Data ................................................................... 45

4.2 Presentation, Analysis and interpretation of Data on Factors Affecting Women‟s

Participation in Educational Leadership. .................................................................................. 48

4.2.1 Women‟s Aspiration to Educational Leadership. ......................................................... 48

4.2.2 The Selection Criteria and Impacts on Women‟s Participation in Educational

leadership. .............................................................................................................................. 54

4.2.3 Women‟s Leadership Abilities, Skills and Competences ............................................. 60

4.2.4 Socio-Cultural Factors .................................................................................................. 70

4.2.5 Attitude of Women towards themselves ....................................................................... 74

4.2.6 Women Home Responsibility ....................................................................................... 77

4.2.8 Lack of Opportunity to Educational Training .............................................................. 86

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CHAPTER FIVE .......................................................................................................................... 90

5. Summary, Conclusions and Recommendations ........................................................................ 90

5.1 Summary ............................................................................................................................. 90

5.1.1 Women‟s Aspiration to Educational Leadership. ......................................................... 91

5.1.2 The Effects of Selection Criteria on Women‟s Participation in Educational Leadership

............................................................................................................................................... 92

5.1.3 Women‟s Leadership Ability ........................................................................................ 93

5.1.4 Socio-Cultural Factors .................................................................................................. 93

5.1.5 Attitude of Women toward Themselves ....................................................................... 93

5.1.6 Home Responsibility .................................................................................................... 94

5.1.7 Institutional Factors Affecting Women‟s participation in Educational Leadership ..... 94

5.1.8 Lack of Equal Opportunity to Education and Training ................................................ 95

5.2 Conclusions ......................................................................................................................... 95

5.3 Recommendations ............................................................................................................... 96

REFERENCES ............................................................................................................................. 98

Appendix IA

Appendix IB

Appendix IC

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List of Tables

Table 3.1: Total Population and Sample Size by Types of Respondents---------------------------39

Table3.2: The Reliability Test with Combach‟s alpha----------------------------------------------43

Table 4.1a: Respondent‟s Characteristics-------------------------------------------------------------46

Table 4.2a: Respondent‟s Characteristics-------------------------------------------------------------47

Table 4.3a: Respondent‟s Views on Women‟s Aspiration to Educational Leadership-------49

Table 5.1: Respondents‟ Rating on the Effects of Selection Criteria for Women‟s Educational

Leaders-----------------------------------------------------------------------------------------------------55

Table 6.1a: Respondents‟ Views on Women‟s Leadership Ability,

Skill and Competency-----------------------------------------------------------------------------------61

Table 6.2b: Respondents‟ Views on women‟s Leadership ability, skill and competency---65

Table 6.3c: Respondents‟ views on women‟s leadership ability,skill and compete-----------68

Table 7.1: Respondents View on Problems Related to Socio-Cultural Factors----------------71

Table 8.1: Responses on Attitude of Women towards Themselves------------------------------75

Table 9.1: Respondents ‟Views on Family and home Responsibility----------------------------78

Table10.1: Respondents Perception on institutional Factors Affecting Women‟s Participation in

Educational Leadership-----------------------------------------------------------------------------------82

Table 11.1: Respondents Views on Lack of Equal Opportunity to Educational Training------87

vii

List of Abbreviations and Acronyms

AAU- Addis Ababa University

FDRE-Federal Democratic Republic of Ethiopia

MDG-Millennium Development Goal

MOE-Ministry of Education

PASDP-Plan for Accelerated and Sustained Development to End Poverty

Un- United Nations

UNESCO-United Nations, Educational Scientific and cultural Organizations

USA- United States of America

WEO- Woreda Education Office

viii

Abstract

The major objective of this study was to assess factors that affect women’s participation in

educational leadership in Oromia region West-Shoa Zone Abuna Gindeberet Woreda primary

schools. To that end a combination of both quantitative and qualitative data collection

methods of used. More specifically, data were collected from 75 primary school, 15 education

experts (head of WED and 14 other experts) using comprehensive sampling; 12 school

leaders (six and six and six vice principals) using purposive sampling; two CRC supervisors

using comprehensive sampling techniques. Questionnaire was the main instrument for data

collection. Document analysis and interviews were also utilized to complement the data

obtained through questionnaire. Data collected via questionnaires were analyzed using

statistical tolls. Such as: percentage, mean, standard deviation, average mean scores. Data

obtained through interview, document analysis and open- ended questions were analyzed

qualitatively. Among other things the study revealed that women have low aspiration to seek

and apply for educational leadership positions due to lack of self -confidence, fear of

competition and devaluation (reduction) by the society. Regarding to selection criteria Lack

of professional qualification, lack of performance appraisal results and work experience were

found to affect women’s participation in educational leadership position. It was also found

that socio-cultural beliefs and practices, family and home responsibilities and institutional

factors affected women’s participation in educational leadership. The study concluded that

women have low intrinsic motivation to leadership positions. Besides that there was other

barrier that affects women participation in educational leadership were social and

psychological development limits their participation. The overall recommendations of the

finding were to improve women aspiration, awareness creation and rising should be

conducted through training, workshops and experience share.

1

CHAPTER ONE

INTRODUCTION

This introductory chapter consists of background of the study, statement of the problem, basic

research questions, objectives of the study, significance of the study, delimitation of the

study, limitation of the study and organization of the study.

1.1 Background of the Study

There are many research findings which state about factors that affect women‟s participation

in educational leadership. For instance educational leadership has been dominated by men and

women continue to be underrepresented in educational leadership in proportion to their actual

number in decision making positions. (Blackmore Kenway .1993: Cubillo & Brown .2003).

Women‟s participation in various ranking position in many professions including decision

making positions. They have significant share in leadership and decision making roles in most

African countries.

Many governments realized that without active participation of women at all levels of

decision making was the goals of equality, development and peace cannot be achieved (Alem,

2003.

As indicated in some studies, (Abebayehu, 1995). The numbers of female principal in schools

were declined Women‟s low participation in educational leadership and management is not

only the issue of Ethiopia but also a worldwide agenda. UN assembly approved the

convention on the elimination of all forms of discrimination against women power sharing in

decision making among the critical areas for intervention (UN, 1995).

Factors that affect women‟s participation (entry) to educational leadership are varied. These

major barriers are socio-cultural, institutional, and economic and some related factors which

are not unique to a given country or regions. But, there are also related factors that determine

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women‟s participation in educational leadership in each country. One of such determinants is

former inequalities of women in educational opportunity. In Ethiopia, educational access had

almost exclusively been reserved for men in the past, but currently the countries‟ educational

policy makes no distinction in gender (MoE, 1994).

Women‟s are severely underrepresented in leadership position at all levels in the education

sector in all regions in Ethiopia (MoE, 2006). For instance the data given at the regional levels

was telling us that in Benishangul - Gumuz 2%, in SNNPR 12%, in Amhara 13%.

A close look at the literature indicates that women are disproportionately represented in

educational administration. This underrepresentation of women in leadership positions can be

attributed to gender biases that inform academic cultural assumptions about women‟s

leadership potential (Dminici, Zeger 2009, as cited in Martine 2011).

The proportion of men and women leaders was more balanced in some countries than others

For example, in Australia and parts of USA affirmative action had been influenced and it

may have an impact in South Africa where the constitution aimed for equity in respect of

race and gender cultural factors can affect the balance of men and women leaders .(Colman ,

2003).

The government of Ethiopia had been invented a great deal of efforts to increases women‟s

participation in all development sectors .Women‟s participation in decision making at all

spheres of development had been constitutional and legislative provision .(FDRE,1995).

Ethiopia is one of the countries that had signed the international declarations affirming the

legal rights and equality of men and women .In addition to this it had incorporated such a

point in the constitution in Article (9) 4 which states that “All international agreements

ratified by Ethiopia are an integral part of the law of the land.” Constitution of the FDRE,

1995, p.79).However, available literature shows that women still constitute an extremely

small percentage of those who participating in public decision making. (Yalem. 2011)

In recent years it has been widely recognized that women‟s active participation in decision-

making is central to development and poverty alleviation. The universal declaration of Human

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Rights states that achieving the goal of equal participation of women and men in decision –

making will provide a balance for the achievement of both transparent and accountable

government to strengthen democracy and promotes its proper functioning (Afroz, 2010).

According to Afroz (2010).The sustainability of the economy of a country depends on women

in public decision making and the inclusion of their needs and interests in policy which

ultimately helps to insure good governance. The argument for women‟s participation in

decision making and leadership was based on the recognition that every human being had the

right to participate in decision making that define her/his life. This right was the foundation of

the idea of equal participation in decision making among women and men .It argues that since

women know their situation best, they should participate equally with men to have their

perspective effectively incorporated at all levels of decision making from the private to public

spheres of their lives from local to the global.(Miranda.2005).

Regarding employment data from Federal Civil Service Agency (FCSA, 2014/2015) on federal

government employees shows that women occupy 18.3% of all professional and scientific

positions and 25% of women in administrative positions indicating that the upper and middle

level positions in civil service are still overwhelming dominated by men.

The international instruments that lend themselves to viewing the conditions of female

educational leaders are for instance, the Universal Declaration of Human Rights (UDHR, 1948),

the International Covenant on Social and Cultural Rights and the International Covenant on Civil

and Political Rights( constituting the International Bill of Rights). This are the international

instruments that decisively uphold instances of the principle of the principle of non-

discrimination of the basis of sex.

Subsequently in the universal declaration of Human Rights (1948) among the influential

amendments made so far, the Beijing Platform (policy) for action (BPA 1995) is the most

notable. Mirnda (2005) noted that the UN fourth world conference on women in 1995 best

recognized the key condition for women‟s empowerment. Women in power and decision-making

were required for democratic governance and it was identified as one of the twelve critical areas

4

of concern in its Beijing platform for action. For this concern the platform recommends two

strategies:

First, “take measures to ensure women‟s equal access to and full participation in power structure

and decision-making.” And Second, increases women‟s capacity to participate in decision-

making and leadership.”

Both strategies were proposed to address by governments, national bodies, private sectors,

political parties, trade unions, employer‟s organizations, research add academic institutions, sub-

regional and regional bodies and non-governmental and international organizations.

The Ethiopian government had been committed itself to various national, regional and

international initiatives to eliminate gender-based disparity in various sectors by introducing

various policy directions and institutionalizing ministerial offices. To cite few examples, the

establishment of the ministry of women‟s affairs .Its commitment is on millennium development

goals. Plan for Accelerated and Sustained Development to End Poverty (PASDEP).The gender

mainstreaming guidelines and the various affirmative actions taken in education and employment

process. One of the major goals of MDG also focuses in gender equality with the target of

eliminating gender disparity in education, employment and political participation by

2015(Teklu.2013).

Women‟s leadership positions in Abuna Gindeberet Woreda primary schools despite the many

intensive efforts being made to link this difference. Despite this obvious gap in leadership roles

assumed by female and male educational administrators, to my own knowledge, so far no

empirical study has been conducted on this issue in Abuna Gindeberet Woreda. The research

settings for the current studies however, a few studies were conducted regarding to women‟s

participation in other regions and at National level. For instance, Abebayehu (1995) conducted

on insightful research on “women‟s participation in educational administration in Ethiopia.”

Among other things Abebayehu found that “women had a low level of aspiration (desire) to

leadership positions.” The study also involved only urban areas. Such as: (Addis Ababa, Harar,

Jima, Bahir Dar, Awasa) as a sample.

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Another study, Birhanu (2011) also conducted research on “women‟s participation in

educational leadership, in the case of Tigray Region. “ His findings showed that women‟s lack of

confidence and interests to hold leadership positions, were factors for their underrepresentation.”

Both studies suggested further research at regional level for understanding the reason behind

underrepresentation of women in leadership positions. Therefore Based on this facts and the

scarcity of related research on the regions I was believed that further research needed to identify

factors affecting women‟s participation in educational leadership in Abuna Gindeberet Woreda

primary schools, and finally to come up with different measures that would help to improve their

participation in the educational leadership in Abuna Gindeberet Woreda.

In Oromia region West shoa zone Abuna Gindeberet Woreda there were 51 primary schools.

From 2002-2010 E.C there were only 2(two) female principals exist. In 2011 there were only one

female principal .This indicated that women were underrepresented in educational management

positions in this woreda.

1.2. Statement of the problems

Women various discrimination and less participation in any sector of development is an agenda

of every country. According to UN (1995) equality between men and women is a matter of

human rights and a condition for social justice and basic prerequisite for democracy,

development, peace and good governance. In spite of this, we see a glaring inequality in all

sectors particularly in developing countries like Ethiopia. The inequality is specially, stark

(severe) in administration and management spheres. As rightly argued by Blackmore and

Kenway “administration and policy making in education have been and still are the province of

men although women make up a large proportion of educational workers” (1993, p.27).

This means, in education in which men administrator or lead and women teach is still evident.

The role of women in development specially, in developing countries is usually ignored and

underestimated. They are in disadvantaged positions in terms of participation. Moreover,

Davides and Gunawardena (1992) pointed out that “ women are constrained(forced) by certain

attitudes in their societies that regarded them as inferior and being suited only to housekeeping,

child bearing, cooking and serving their husbands.” (p. 2).

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Like the case in many countries, FDRE (2004) reported that “ in spite of all United Nation

resolutions and also the Ethiopian constitution and laws giving equal rights to men and women.

There is underrepresentation of women in educational leadership and decision-making

positions.” (p. 49). The underrepresentation of women in educational leadership is even more

visible in Abuna Gindeberet Woreda primary schools. The target woreda of the present study,

for instance, as the statistical data for the WEO of Abuna Gindeberet Woreda 21 E.C. indicated

that there were only 2 female principals existed in Abuna Gindeberet Woreda primary schools

out of the total principals and vice- principals women make up only 2.5% of this position in the

woreda.

Moreover, there were evidences for underrepresentation of women in educational leadership in

Abuna Gindeberet Woreda primary schools. For instance, there were only 2 female educational

leaders in the woreda. According to WEO report of 2010 E.C. out of 52 primary schools women

participating in educational position were

It is the severe gap that motivated me to pick up this topic as my MA Thesis topic. In view of the

above points this study explored the factor behind these differences. It required establishing the

factor that influences the participation of women in leadership positions in Abuna

Gindeberetworeda primary schools.

1.3 Research Questions

This study attempted to answer the following leading questions. These are limited to two:

Two of them were principals of primary schools. The low participation of women in educational

leadership is also apparent (clear) in this woreda. As the above facts, the problem of

underrepresentation of women in educational leadership in this woreda is a felt problem.

1. To what extent are women teachers aspirant to participate in education leadership in

Abuna Gindeberet Woreda?

2. What are the organizational factors that affect women teachers‟ participation in

educational leadership in the woreda?

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3. To what extent lack of role models and mentors affects the involvement of women in

educational leadership in the Woreda?

4. What are the that prevent women‟s participation in educational leadership in Abuna

Gindeberet Woreda.

1.4. Objectives of the Study

1.4.1. General Objectives

The general objective of this study were to assess the factors affecting women‟s participation in

educational leadership in the primary schools in Abuna Gindeberet Woreda of West Shoa Zone.

1.4.2 The specific objectives of this study were:

1. To assess the major factors that affects women‟s participation in educational leadership in

primary schools of Abuna Gindeberet Woreda.

2. To identify the major Female teacher‟s related factors that contribute for women‟s

participation in educational leadership.

3. To assess female teachers‟ related factors that causes why female teachers not participate

in educational leadership in primary schools of Abuna Gindeberet Woreda.

4. To investigate strategies that will help in participating of women‟s in educational

leadership.

1.5. Significance of the Study

This study attempts to explore factors that affect female teachers‟ participation in educational

leadership positions.

Hence, this study believed to give:

It may help to initiate women to participate in educational leadership and bring about changes of

their attitudes.

8

The study may help the WEO and the school society to take corrective measures about factors

that affects women‟s participation in educational leadership roles in educational sector.

It may serve other researchers to undertake further in-depth study in this area.

Moreover, the study was benefit women to realize a factor that affects their representation in

educational leadership position and suggest how to overcome it.

Finally, it had benefited for other researchers who want to conduct similar study in this area.

1.6. Delimitation of the study

The scope of the study was restricted the major cause of women‟s participation in educational

leadership which related to assess the factors that causing women‟s participation in educational

leadership in the schools and its controlling strategies. Since the study of human behavior is very

complex in its nature and since this less participation of women‟s in educational leadership

problems were parts of human behavior as well as requires multifactor, it is difficult to study all

the factors that causing women‟s participation in educational leadership in many school.

Because, it difficult to find that it was unmanageable in terms of time, finance and lack of

previous experiences to conduct in the study more than six primary schools West Shoa Zone

Abuna Gindeberet Woreda primary schools.

So, to make the study more manageable and feasible, the sample size of the study was delimited

to six government primary schools in West Shoa Zone of Abuna Gindeberet Woreda. These are:

1. Haro primary school.

2. Goro Furto primary school.

3. Gitire primary school.

4. Guduru primary school.

5. SomboWoliso primary school and

6. Danisa primary school.

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1.7 Limitation of the Study

Every research work cannot be totally free from limitation. To this end, some of the limiting

factors include time constraint, uncooperativeness of respondents in filing the given

questionnaires and returning on time. Even though, the researcher planned to use sound recorder

during interviews. But respondents were involuntary to do this. Therefore, the researcher was

forced to use writing on his hand notes. The other problem encountered has to do with limited

participation of women teachers. Therefore, because of these limitations, the study by no means

claims to be certain.

1.8 Definition of Key Terms

Aspiration= Waiting to become a principal not waiting to remain as a teacher.

Educational leaders = refers to WEO heads and experts, supervisors, principals, vice- principals

and work process owners.

Educational leadership = refers to leadership influence through the generation and dissemination

of educational knowledge and instructional information.

Leadership= the process of influencing others to understand and agree about what needs to be

done and how to do it. Participation = refers to leadership positions through selection and

placement by WEO heads

Participation = refers to leadership positions through selection and placement by WEO heads.

Underrepresentation= describing the disproportionality of women in educational leadership.

Zone = refers to level of government below region.

1.9 Organization of the Study

The research paper is organized in five chapters. The first chapter deals with introductory

elements including background of the study, statement of the problem, objectives of the study,

10

significance of the study, delimitation of the study, limitation of the study, definition of the key

terms and organization of the study. The second chapter covers review of the related literature

that discusses important topics related to factors affecting women‟s participation in educational

leadership. The third chapter deals with the research design which consists of the research design

and methods, source of data, sample and sampling techniques, instruments and procedures of

data collection and methods of data analysis and interpretations included in fourth chapter the

presentation analysis and interpretation of the data. Finally the fifth chapter dealt with summary,

conclusion and recommendation of the study.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 An Overview of Leadership

The concept of this chapter explores the related literature on the barriers of women‟s on

educational leadership in Oromia region West Shoa zone Abuna Gindeberet Worda

primary schools .To explain women „almost absence „ from educational leadership and

to highlight the barriers that have contributed to this situation (Ehrich 1998).

Leadership is a process by which one person influences the thoughts, attitudes and

behaviors of others (Yalem.2011). Leaders set a direction for the rest of us; they help us

see what lies ahead; they help us visualize what we might achieve; they encourage us and

inspire us. Leadership is the ability to get other people to do something significant that

they might not otherwise do .It is energizing people towards a goal Yukl (2006, P. 8)

defines as “the process of influencing others to understand and agree about what needs to

be done and how to do it, as well as the process of facilitating individuals and collective

efforts to accomplish shared objectives.”

Leadership is the process of influencing others to understand and agree about what needs

to be done and how to do it, and the process of facilitating individuals and collective

efforts to accomplish shared objectives (Yukl, 21, p.8). A question about leadership has

long been subject of speculation, but scientific research on leadership did not begin until

the twentieth century (Yukl, 2010). Leadership has gone through many theories and study

approaches to reach its today status. These theories include trait theory, behavioral

theory, contingency theory, transformational theory and transactional theory of leadership

(Ibid Yukl,21,P.8).The trait approach was one of the earliest systematic attempts to study

leadership. It emphasizes attributes of leaders such as personality, motives and skills

(Yukl, 2010). This theory essentially says that leaders are born with certain traits that

make them leaders. (Bertocci, 2009). In other words, a person is born either with or

12

without the necessary traits for leadership. According to Bertocci (2009) the behavioral

approaches stressed that leadership can be studied and learned. That means it can be

thought in terms of the manner in which the leaders actually behave as observed by

subordinates. According to researchers studying behavioral approach (Michigan

university studies –Rensis Likert, 1947 and Ohio state university researchers after WWII

cited in Bertocci, (2009) it is composed of essentially two general kinds of behaviors-

task behavior and relationship behaviors. Task behavior facilitates goal accomplishment

while relationship behavior helps subordinates feel comfortable with themselves and with

each other, situation in which they find themselves. The main purpose of this approach is

to explain how leaders combine the two kinds of behaviors to influence subordinates in

their efforts to reach the goal. (Farahbakhsh, 2006), situational theory emphasizes the

importance of contextual factors that influence leadership process .The major situational

(contingency ) variables includes the characteristics of followers , the nature of the work

performed, the type of organization and the nature of external environment.(Yukl, 2010).

In other words, it emphasizes the interaction among leaders, subordinates and forces

within the organization. Transformational theory maintains that leadership is a process by

which leaders and followers raise each other to high levels of morality and motivation.

Leaders inspire their followers to transcend (excel) their own self- interests for the good

of the organization (Ibid).Transactional leadership theory assumes the subordinates

motivated by money and simple rewards that dictate their behavior (Ibid). In general from

these, we recognized that no single theory holds definitive views of leadership.

2.1.1 Definition of Leadership

Leadership is a process by which one person influences the thoughts, attitudes and

behaviors of others (Yalem.2011). Leaders set a direction for the rest of us; they help us

see what lies ahead; they help us visualize what we might achieve; they encourage us and

inspire us. Leadership is the ability to get other people to do something significant that

they might not otherwise do .It is energizing people towards a goal Yukl (2006, P. 8)

defines as “the process of influencing others to understand and agree about what needs to

be done and how to do it, as well as the process of facilitating individuals and collective

efforts to accomplish shared objectives.”

13

Leadership has been a topic of interest to historians and philosophers since ancient times,

but scientific studies began only in the twentieth century. Scholars and other writers have

often more than 350 definitions of the term leadership (Warren & Benis, 2009, p: 45).

“Leadership has been a complex and elusive problem, because of the nature of leadership

itself is complex.”

Some have been suggested that leadership is nothing more than romantic myth, perhaps

based on the false hope someone will come along and solve our problems (Meindis, et al,

2009: 56).

Leadership is the influential increment over and above mechanical compliance with

directions and orders. Leader ship is the art of influencing people by persuasion or

example to follow a line of action .Leadership is the principal dynamic force that

motivates and coordinates the organization in the accomplishment of objectives

(Anderew, 2008: 17).This shows that there is no single definition about leadership, a

major point about leadership is that it is found at both low or high level positions the

extent by a person not assigned to formal leadership position Ording to Koteniko (2001;

1), leadership is the process of directing the behavior of others towards the

accomplishment of some common objectives; leadership is influencing people to get

things done to a standard and quality above their norm and doing it willingly

Davis and Newstrom (1989) defined; leadership as the process of encouraging and

helping others to work enthusiastically towards objective. It is the human factor that helps

a group identify where it is going and then motivates it towards its goal. Without

leadership an organization would be only a gathering of people and machines just as an

orchestra without a conductor would be only musicians and instrument. The orchestra

and all other organizations require leadership to develop their precious onset to their

fullest capacity.

Leadership behavior i.e. the way leaders engage in their activities or perform their role as

a leader and antecedents of behavior has been widely studied. It has been found that

14

personal direction of leaders is associated with pattern of leadership displayed by

individuals (Bass & Duntemen as cited in Skidar & Mitra, 2008).

According to Skidar & Mitra, 2008) leadership literature has identified different styles of

leadership based on leader‟s orientation towards task and people. Transactional

leadership behavior is associated with leaders being more tasks oriented and with low

consideration towards people .Transactional leadership is characterized by behavior

associated more with the “acetic attributes” (I. e. acetic behavior at work includes

speaking assertively, influencing others and initiating tasks of masculine gender). While

transformational leadership behavior is associated with leaders having high consideration

of people. It is characterized by behavior focusing on relationship and consideration of

people and is associated with the “communal attribute “of feminine gender. Communal

behavior at work includes being concerned with the welfare of others (i.e., descriptions of

kindness, sympathy, sensitivity and nurturance), helping others, accepting others‟

direction and maintaining relationships.

This indicates that gender characteristics impact on leadership behavior .Thus; it could be

influenced by gender identification .i.e. how individuals identify with characteristics

attributed to males or females based on gender. People who see themselves as having

more feminine characteristics are likely to exhibit the transformational leadership

behavior.

2.1.2 Male’s Verses Female’s Leadership Style

Since men and women have different leadership styles, the variances do not mean that

one has not dominant over the other the difference may be due to impart to men seeing

leadership as leading and women seeing leadership as facility (Scheaf, as citing in Growe

& montagomery, n.d). Although male and female administration perform many of the

same tasks in carring out their work, different aspects of the job are emphasize

(CHiliwaniak, as cited in Growe & Montagomery). According to Getskow (as cited in

Growe & Montagomery) women embrace relationships , sharing and process, but men

focus on completing tasks, achieving goals, hoarding of information and wining.

15

Various literature provide evidences that men utilize the traditional top-down

administrative style; while women are more interested in transforming people‟s self-

interest to in to organizational goals by encouraging feelings of self-worth, active

participation, sharing of power and information, This type of leadership that is considered

to be effective in the current environment of continual change, and rapid globalization,

increased labor market participation of women and other groups.

2.1.3 Leadership in Education

Educational leadership refers to leadership influence through the generation and

dissemination of educational knowledge and instructional information, development of

teaching programs and supervision of teaching performance (Shum &Cheng, 1997). It is

relevant in all educational institutions right from preliminary schools to universities.

Education is an industry that involves various stakeholders (students, parents, teachers,

administrative personnel general community wing to this, e, political authorities and

general community) on educational decisions. Education is believed to play a pivotal role

in any economy in relation to overall socio- economic development of any country.

Owing to this, education institution demand better quality leadership. In this regard, the

peculiar nature of the institutions (crucially, complexity, visibility and the like) evaluates

the real call for strong, innovative and transformational leaders who have the talent and

courage towards creativity. In view of this both developed and developing countries has

started to provide due attention to the importance of educational leadership. In education,

leadership is a key element as it enables to inspire change and innovation through

mobilization of relatively massive resources in educational organization. It is of particular

importance in education because of its far- reaching impacts on the accomplishment of

educational programs, goals and objectives (Ibid Shum & cheng,1997)::

An efficient educational leader to stay updated with the changes in the field of education.

Generally, educational leadership involves leading departments, decision making

committee, educational facilities, monitoring performance of teaching staff assigning the

work.

16

2.2 Women and Educational Leadership

Leadership in education as in most fields is identified with men giving subordinate roles

to women. That trend is also apparent in the field of education and there is something

paradoxical about it .Even though, teaching has traditionally been seen as a “suitable” job

for women, a large number of women in the profession, greatly underrepresented in

positions of management (caoleman, 2005; Cubilo and Brown, 2003). Keeping this

paradoxical situation in mind, this section reviews a number of issues including

leadership role of women in educational sector, women and leadership styles, women

leadership abilities, skill and competencies, women‟s aspiration to educational leadership,

current requirement and selection criteria used for selecting educational leaders.

2.2.1 Leadership Role of Women in Education sector

Women are characterized by the primary source of knowledge, language and social

relationship to the child at the school level (Brown, 1990). The benefits to the economic

growth and family welfare that come from educating women are undeniable. Hence, this

is done more when women are empowered in all levels of education system. Thus,

according to King and Hill (1993) promoting equality of access to women in leadership

position is priority subject. This is because it contributes to national development and it

helps to promote advancement of women and the elimination of all forms of

discrimination against women. It is evident that the attention of many countries including

Ethiopia is integrating education to development and poverty reduction. To this end, there

is also a need to raise the participation of women in the overall development process. So

this requires the need to equip female population with the necessary knowledge and

skills, because women should never be “amassing piece in the development puzzle”

(Seyoum, 1986).

2.2.2 Women and Leadership Style

Leadership style refers to the underlining and need structure of leaders that motivates

behavior in various interpersonal situations (Melaku et al, 2002). It refers to a pattern

17

how a leadership adopts in influencing the behaviors of group member. Several

classifications have been developed in connection with this concept based on how leaders

use their authority, leadership styles are generally classified in to three: authoritarian

(directive), democratic (participative) and Lassies-faire (non-directive) styles.

There are different factors that have an impact on developing on chose of leadership

styles. Some writer (e.g. Melaku et al, 2002; Mosely, Reler & Hengest 1993) argue that

generally spiking three factors (leaders‟, philosophy and followers‟ maturity level and the

situation faced by the leader) affect the choice of leadership styles. Global experiences

have been shown that women do have different leadership styles from men. For instance,

in education Coleman (2000) surveyed those women principals in England and Wales

found that they identify with a collaborative people oriented styles of leadership.

Findings of Trinidad and Normore (2005) also revealed that women adopt democratic

and Research participative leadership styles in corporate world in education. Another

research done by Rosener (1990) indicated that women are more likely than men to use

“transformational leadership.” This is motivating others by transforming their individual

self-interest in to the goals of the group. The characteristics of transformational

leadership relates to female values developed through socialization process that includes

building relationships, communications, consensus building power as influence and

working together for common purpose. In addition to this, Bass and riggio (2006) also

noted that women exceed men in transformational leadership and men exceed women in

transactional leadership.

Bass and Stoggdill (1990) also suggested that women are slightly more likely to be

described as charismatic, as women scored higher on relation skills as well as

communications skill qualities that are indispensable it the objectives of any organization

to be achieved. Rosener (1990) concurs. In her empirical study, she found that women

use “interactive leadership” styles by encouraging participation, sharing power and

information enhancing peoples‟ self-worth. Feminist theories of leadership have stressed

the way in which women leaders differ from male leaders, based on the works of some

empirical studies.

18

Sadovink and Semel (2002) stated that “women are more likely to lead through

cooperation, inclusion caring and connectedness, they more democratic, less hierarchical

and more relational in their approach”.(p. 254). Traditionally, female leaders tend to

show more relation oriented and democratic styles than men whereas, male leaders show

more task oriented and autocratic styles. Bass and Riggio (2006)In general, there is a

trend in our world to in democratic and participatory leadership styles of decision-

making. Female principals are more characterized by asking followers for information

more often than their male counterparts. Shake shaft. (1989). Women are also presented

as more conflict solver than men in educational leadership.

Regarding this, in 1995 Abebayehu noted that women and men have variations in

conflict resolution. According to Lad cited in Agezo (2010), since schools are social

institutions where a collaborative effort of teachers, students, parents, community and

administrative interactions takes place; the interactive, colleague and affiliate styles of

women educational leadership is of great help in order to achieve the intended objectives

of educational organizations. Therefore, this indicates that women are assets and should

be appointed to leadership positions in educational sector.

2.2.3 Women’s Aspiration in Educational Leadership

Women sparse (light) number in educational leadership is that they have low intrinsic

motivation (aspiration) to leadership position. Dipboye, (cited in Abebayehu, 1995), other

writer (Ouston, 1993) agrees and as be seen below, Ouston in fact provides a number of

reasons for women‟s low aspiration. Sakeshaft (1985) disagrees. For her, women lack of

success in obtaining administrative positions was not due to lowered aspiration or lack of

motivation on the part of women. It could thus, be said that finding regarding women

aspiration are varies in some cases conflicting.

Accoding to Ouston (1993), there are a number of factors that affect the aspiration of

women for moving in to formal leadership positions, For example, devaluation

(reduction) of women or considering women as less and different from men. This

assignment of less value to women takes the form of attitudes that favor men over women

19

for administrative positions. The negative attitudes towards women by those who hire

them constitute the major barrier to female advancement in school administration

(Shakeshaft 1987).

The other reason is lack of self-confidence. Ouston also argue that “female have lower

self- confidence than do males” (1993, p. 51), this lowered confidence level make them

to apply only for jobs they are both qualified and not qualified for. As a result, there are

usually more male applications for a position and a male is likely to be hired. In relation

to lack of self-confidence, also helps to explain why females internalize failure and males

externalize it. For example, when males do not get job, they most likely blames on

outside factors while, females are much more likely to believe that the reason they were

not hired was because of they were not good enough. In short, as pointed by McLoughlin

(1992), “confidence is the key factor for every woman in management”.(p. 56). Despite,

arguing that self-confidence is contributing factor. Cubilo (1990, argues that “women‟s

lack of self- confidence was more to do with unfamiliarity with the territory than lack of

faith in their abilities (p. 554). Home and family responsibility on women is also another

factor for lack of aspiration” to educational leadership (Marshal, 1985)

2.2.4 Recruitment and Selection criteria for School Leaders

Ministry of education in Ethiopia had specified criteria for the selection of school leaders

in 2009. Based on these criteria WEO select and assign school leaders for leadership

positions. According to MoE (2009) the selection process has two parts; screening phase

and formal selection process. The screening phase is the most determinant one. To

compete for principal, vice-principal and supervisor positions a candidate has to fulfill

the specified qualification i.e. BA/BED/BSC for primary schools that trained in

educational administration or in teaching; serve as unit leader and department head and to

be principal or vice-principal at least more than five years (teacher position) in teacher

career-structure ; believe in countries constitution, equality of nation and nationalities and

have knowledge of the new Ethiopia education and policy; be free from disciplinary

problems.

20

On top of these; a candidate is expected to produce written evidence from the concerned

body for participating in the formal selection process of competition. This could be: The

candidates‟ political affiliation. Finally, a point for the candidates is given according to the

following manner.

Performance Appraisal result =50%

Oral and/or written exam.= 35%

Work experience= 10% and

Quality of personal file =5%

Both sexes may not have equal opportunity, treatment and advantages. This means the

criteria may affect or facilitate women‟s participation.

Therefore, it is important to know the selection criteria and their influence on women‟s

participation in educational leadership position.

2.2.5 Women’s Leadership Abilities, Skills and Competencies

Competence means a skill and standard of performance, while competence is the

behavior by which it is achieved that is competency focused on how people do. This

transforming and directing the energies of others in to purposive action requires the right

knowledge, information, skills, abilities and attitudes. Leadership quality is the most

essential thing in the field of leadership. Therefore, leaders are expected to have

leadership competencies and skills that are core to effective leadership. Women do not

have significance difference in ability, skill and competence in leadership. According to

UN (2007) the top leaders in public service require competence such as ability to inspire

a shared vision, strategic thinking, decision-making delegation and empowerment,

personal strength and maturity, innovation (creativity), ability to mentor others and

effective communication for a variety of reasons.

Some writers (e.g. Bennis, 1989; Serivani, 2006) identify eight basic competencies

characterizing good managers. This includes management of attention, meaning, trust,

self, paradox, effectiveness, follow-up and responsibility.

21

Management of attention (giving message) - is the ability to focus others values, ideas,

goals and purpose that bring people together and provide a rationale source of authority

for what goals in the school. Leaders manage attention by what they say and reward, how

they spend time, the behavior they emphasize and reason they give for the decision they

make.

Management of meaning (developing vision) - the ability to connect teachers, parents and

students to the school in such a way that they find their lives use useful, sensible and

valued.

Management of trust (interpersonal connectedness): the ability to be viewed as credible

legitimate and honest.

Management of self (knowledge of one‟s skill) - is the ability to know who you are, what

you believe and why do the things you do. Leaders must be smart about themselves,

others and wise too.

Management of paradox (inconsistency) - is the ability to bring ideas that seem to be

odds (probability) with each other.

Management of effectiveness (usefulness) - is the ability to focus on the development of

capacity in a school that allows it to improve performance overtime and

Management of follow-up (record) - is detail, careful and continuous supervision that

emphasize learning and accompanied by assessment.

The term skill refers to the ability to do something in an effective manner. Skills are

determined shortly by learning and heredity (Arvey, Zhango, Avolio and Kureger, 2007).

Skills may be defined as different levels of abstraction ranging from general, broadly

abilities. (e. g. Intelligence is interpersonal skill from narrower to more specific abilities,

verbal reasoning, and persuasive ability (Yukl, 2010).

Leaders would be successful only when they are equipped with certain managerial skills

in getting things done through people. The leadership skills have been used in this

22

context is to refer to an ability which can be developed and manifested in performance.

Thus, modern leadership is required to various skills. Leadership skills are grounded in

educational values and professional knowledge. According to Brundrett, Burton and

Smith (2003), leadership skill may be grouped in to three categories: personal,

communicative and influence as well as, organizational and technical.

Personal skills are related to how leaders manage their own behavior and thoughts in their

professional lives, skills on communicative and influence have to do with how leaders

interact and mobilize at an interpersonal level with colleagues.

Organizational and technical skills are concerned with the task and techniques, associated

with running the whole school. The key skills essential to run good schools are: technical,

interpersonal and conceptual skills. The technical skills are primarily concerned with

things like knowledge about methods, process, procedures and techniques for conducting

a specialized activities and the ability to use tools and equipment relevant to the

activities. Interpersonal (“social skills”) are primarily concerned with people, knowledge

about human behavior and interpersonal process. The term skill refers to the ability to do

something in an effective manner. Skills are determined shortly by learning and heredity

(Arvey, Zhango, Avolio and Kureger, 2007). Skills may be defined as different levels of

abstraction ranging from general, broadly abilities. (e. g. Intelligence is interpersonal skill

from narrower to more specific abilities, verbal reasoning, and persuasive ability (Yukl,

2010).

Leaders would be successful only when they are equipped with certain managerial skills

in getting things done through people. The leadership skills have been used in this

context is to refer to an ability which can be developed and manifested in performance.

Thus, modern leadership is required to various skills. Leadership skills are grounded in

educational values and professional knowledge. According to Brundrett, Burton and

Smith (2003), Leadership skill may be grouped in to three categories: personal,

communicative and influence as well as, organizational and technical.

23

Personal skills are related to how leaders manage their own behavior and thoughts in their

professional lives, skills on communicative and influence have to do with how leaders

interact and mobilize at an interpersonal level with colleagues.

Organizational and technical skills are concerned with the task and techniques, associated

with running the whole school. The key skills essential to run good schools are: technical,

interpersonal and conceptual skills. The technical skills are primarily concerned with

things like knowledge about methods, process, procedures and techniques for conducting

a specialized activities and the ability to use tools and equipment relevant to the

activities. Interpersonal (“social skills”) are primarily concerned with people, knowledge

about human behavior and interpersonal process, ability to understand the feelings,

attitudes and motives of others from what they and do; ability to communicate clearly

and effectively; and ability to establish effective and cooperative relationship. The

conceptual skill (“cognitive skill”) is primarily concerned with ideas and concepts. That

is general and analytical ability, logical thinking, and creativity in idea generation,

problem solving, ability to analyze events, recognize opportunities and potential

problems (inductive and deductive reasoning). It involves the talent to see the

organization in it‟s entirely (Ayalew, 1991; Yukl, 2010).

Category some writers differentiate a 4th category of skill called administrative skill that

is defined in terms of the ability to perform a particular type of managerial function or

behavior (Yukl, 2010).

Other writers identify strategic management skill that is primarily relevant for upper-level

managers (e.g., Hunt, Dodge and Hooijberg, 1997; Campion, Morgeson, Mumford 2007).

2.2.6 Women’s Participation in Educational Leadership

2.2.6.1 Global Context

In most developed and developing countries men are more likely to be leaders in

education and elsewhere, (Coleman, 2002). Women are greatly underrepresented in

education sector as in much other occupation. Although, the proportion of women leaders

24

is gradually increasing, there has been no radical change. As a case in point is the

situation in England and Wales, despite the introduction of equal opportunities legislation

since, the late twenty century. No, significant change has been witnessed there.

According to UN (2000) world women‟s report women‟s share of managerial labor force

is less than 30% in all regions of the world. Alder and Izraeli (1992) stated that “though

women constitute around 50% of the world population, but there is no county that

represents them half of their decision- making positions” (p.3).Blackmore (1994) also

claims that in Australia where affirmative action was tried, the increase in number of

women principals was accompanied by the change in the locus of power to a higher level

of administration dominated by men. Affirmative action policies to promote women are

now being used in Africa (e.g. South Africa, Uganda and Zimbabwe) numbers of women

in educational leadership remain very low (Kotecha, 1994). A number of global treaties

and frameworks with a special focus on gender equality and women‟s empowerment

have been discussed, debated and endorsed by United Nations.

2.2.6.2 National Context

Our country Ethiopia is a patriarchal society t h at keeps women in subordinate position

(Hirut, 2004). There is a belief that women are submissive, patient and tolerant of

monotones (minor) work and violence for which culture is used as justification. Even

though affirmative action for women is constitutionally guaranteed, it has not been

implemented for the most part. Reflective of the constitution, the Ministry of Education

also states that, “Educational management will be democratic, professional, coordinated

and efficient and will encourage the participation of women “(MoE, 1994, p.30).

Women are severely underrepresented in leadership position at all levels in education

sector in all regions of Ethiopia (MOE, 2006). For example, the disaggregated data given

at the regional level is more telling about it. It is only one out of the two deputy heads of

Region Education Bureau in Addis Ababa that is woman. The situation in Gambella is

worse; there are no women in leadership position, in Benishangul Gumuz 2%,

SNNPR13% and Amhara 13%. At woreda level 5% of WEO heads are women in

Benishangul Gumuz. In contrast, none of WEO head and deputy head in Tigray are

25

women. None of WEO heads in Amhara region are women. The proportion of women

principals of primary and secondary schools in the region is 20% in Addis Ababa,

Amhara 9.5, in Dire Dawa 11.8, in SNNPR 8.7%, in Tiray 8.1%, In Benshangul Gumuz

4.8% and in Gambela 1% .

2.3 Factors Affecting Women’s Participation in Educational Leadership.

The current underrepresentation women on top leadership position are reflected in several

research studies conducted on women in educational leadership (Gupton and Slick, 1996;

Shake shaft, 1989). The studies indicate that there are many factors which constrain

women‟s ability to participate on an equal footing with men and to take up positions of

leadership. The problem that women aces in educational leadership are many and

interlocking. These barriers are either internationally or externally imposed (Shakeshft et

al, 2007). Some of the major barriers are socio-cultural, institutional, lack of equal

opportunity to education and training in the past.

Thus, this section tries to address issues and reasons for the limited participation of

women in educational leadership position.

2.3.1 Socio- cultural Factors

Many researchers (e.g. Dipboye cited in Abebayehu, 1995; Onyango Simatwa and Ondigi

2011; Sake shaft et al 2007), indicate that socio-cultural factors are one of the factors for

women‟s underrepresentation in participation of educational leadership. These factors

includes: gender socialization, societal attitudes and perception of women‟s self-concept

to leadership and family home responsibilities.

2.3.2 Gender Socialization

Gender socialization is a continuous process that begins at home in early childhood. In

most cases, pre-school female children are socialized to be passive, polite, shy and gentle.

Boys on the other hand are encouraged to be aggressive, active, independent and

confident. Hence, male children view themselves as powerful while girls tend to feel

26

powerless. In most societies women lack experience of decision-making and leadership in

public areas because girls in contrast to boys are socialized in to passive roles and given

little opportunities to make decisions or develop leadership skills outside the family

context (Cubillo and Brown 2003; Shakeshft, 1989). This socialization process in the

society determines and shapes the responsibility, roles and identifies the individual in the

society. During this process, individuals acquire skills and knowledge that enable them to

actively participate in the society. In other words, girls and boys are socialized differently

to assume different roles and expectations (Genet, 1989).

Therefore, sex- role socialization and different treatment will be eventually inhibited

women‟s aspirations, visibility and competitiveness in leadership positions.

2.3.3 Societal Attitudes and Perception

The attitude of individuals and the society towards women ability in holding the

responsibility of leadership positions could influence the participation of women

significantly. With regard to this, Hoare and Gell, (2009) argued that mistrust of women‟s

ability to lead and stereotypes and prejudices about their role in the society and their lack

of suitability for leadership roles and decision-making are also challenges for women.

These challenges are usually aggravated by cultural factors.

In light of this, Brandrett, et al., (2003) argue that: “leadership is much gendered concept

in wide variety of cultural contexts; leadership continues to be identified with the male.

Even though, women occupy positions of leadership and responsibility, there is tendency

to assume that the „right full‟ leader is male (p.37)”.

With regard to the above idea different research studies (Eagly and Johnson, 1990;

Vecchio, 2002) indicated that male leaders are viewed as more effective than female

leaders. According to Rosen (1989) men are perceived as efficient, competent and

successful while women are perceived as inadequate, incompetent and inefficient in

leadership activities by society.

27

Patriarchy is deported in our country (Ethiopian) society. It is a male supremacy being

ensured and perpetuated in the economic, social and political system of the country.

Patriarchal ideology bases its operation in the premises that men are biologically superior

to women and women were biologically weak creatures have to depend on men for

survival (Meron, 20030. Meron further argues that “cultural perceptions that say woman

is less than man are embodied in our culture which confined especially rural women to

the domestic sphere with the little or no exposure to the public sector” (p.3). This system

of female domination and superiority negatively affects women‟s participation in

educational leadership.

2.3.4 Attitude of Women towards Themselves.

Women‟s perception and their self -concept has been among the challenges faced to

attain leadership positions in educational institutions. Women themselves acknowledge

the world of masculine and perceive themselves as compliant, submissive, passive and

less skillful than their male colleagues. They also fear that success in competitive

achievement situation will lead to negative consequences like loss of popularity (Ouston,

1993).

2.3.5 Home Responsibilities

Home responsibilities were the early contributors of women‟s lack of administrative

success, either because of the demands of family on women aspirants restricted them or

because those who hired believed that women would be hindered by family

commitments. Native American women in Montana are for example reported to be

identifying family responsibility as barrier to entering administration (Brown, 2004). In

relation to these: Shakeshftet. al., (2007) also argued that “family and home

responsibilities are more likely can affect the career patterns of women than of men

(p.114).

28

The other researchers (e.g., Grogan, 1996, Guptone, 1998 and Wynn, 2003) also noted

that family responsibilities were considered by women in their decisions to apply for and

maintain leadership positions.

In most African culture including Ethiopia, socio-cultural traditions tend to assume that

women‟s public roles are just an additional activity to their primary roles. For instance, in

Ethiopia, women engaged in productive and community works (Meron, 2003).

2.3.6 Institutional Factors

GellHoare (2009) pointed out that: “institutional gender bias represents challenge to all

women seeking equal participation competing for leadership positions” (p.6). Thus, it is

imperative to ask whether educational institutions provide opportunities in favor of men

than women. Competent, committed talented and qualified women look up through the

glass-ceiling and can see what they are capable to achieving, but invisible barriers

prevent them from breaking through, this institutional resistance to women that prevents

in all areas of the work world, which is a reflection of social and economic gender in

equality.

Schools are social organizations which fulfill their organizational goals by assigning and

delegating their employees. However, their assignments are sex segregated (Abebayehu,

1995). They assign male teachers to different positions than female teachers.

Blackmore (as cited in Cubilo and Brown, 2003). Also describes the situation of women

as the “outsider inside”, i.e. inside the institution but outside the boy‟s club”. This implies

that women are already inside the institution, but their level of participation is as those of

women outside the institution.

Research findings indicate that female leaders are subjected to a greater number of work

related problems compared to male leaders (Coopers and Davidson, 1980). The specific

problems and pressures that have been isolated as being unique to female leaders include

institutional structure and climate; sex segregation and discrimination in hiring, lack of

29

leadership mentors and support system; unequal opportunity of education training and

promotion (Coopers and Davidson, 1982).

2.3.7 Sex Segregation/ Discrimination in Hiring of Educational

Leaders

According to Sakeshaft (1989), there are gender sensitive hiring mechanisms that limit

women entry to educational leadership positions. These include: limiting eligibility to

within the districts when it is known that there are only few or no women who fulfill the

requirement needed; asking women irrelevant questions about child care and personal

matters and focusing up on the applicants as women, rather than as a qualified

professional. The hiring process dominated by men recruiters can limit the chance of

women applicants from being hired.

The personality of requites also affect the chance of women‟s recruitment to status

positions. Basically it is observed that most men recruits are perceived to have negative

attitude towards female candidates for administrative jobs, the bias is observed to be less

severe amongst old than young recruiters who have had some work experience with

female employees (Rosen and Jered cited in Abebayehu 1995:5). Therefore, biased and

subjective selection and promotion criteria that are unrelated to the job can affect

women‟s participation in educational leadership.

According to Chan and Lee (1994), a survey study that conducted in Singapore which

identified common reservations about hiring women where many respondents felt that

married women were unsuitable for jobs requiring frequent travel; women are temporary

workers and finally they were seen as reluctant to hire women to head teachers

departments staffed with men.

2.3.8 Lack of Leadership Mentors and support System

Mentor is one with whom you formed a professional, interpersonal relationship and who

provided beneficial career and psychological support to you. “women need to be

30

mentored in to leadership positions traditionally held by men with suitable mentor either

male or female in order to make significant advance in administrative careers” (upton and

Slick 1996, p. 90).

Ollins (1983) strengthen this idea by stating that mentors are very important to women

since they give a lot of encouragement; share either their aspiration; boost self-esteem;

give vision to think “big”; shape personal philosophy and formulate one‟s support; give

feedback on one‟s progress. Mentors try to mold the mentee in to the image of them;

provide career development functions that involve coaching, sponsoring as well as

psychological support and increase mentees self-confidence (Shakeshaft et. al. 2007).

Women leaders need support, encouragement and a sense of connection with others. It is

important factor for women moving in to administration. However, traditionally women

had little support, encouragement for family, peers, super ordinates or educational

institutions (Shakeshaft, 1985; Shakeshaft et. al., 2007). The organizations could not able

to create conductive environment for female teachers in the principal ship and other

educational leadership positions.

Therefore, lack of leadership mentors and support system can hinder the participation of

women in educational leadership position.

2.3.9 Lack of Role Models

Role model is one whom you admired and tried to emulate, but may not have known

personally (Gupton and Slick 1996).Lack of role model is one of the reported barriers to

women‟s entry in advancement in educational eadership (Sperandio and Cagoda, 2010).

Other researchers (for example, Hinkson, 2004; Irby and Brown, 1995) have pointed out

that the need for role models. Role models provide standards and patterns to copy or

modify. In 1985 Shakeshaft reported that same sex role models were the most effective

for female‟s .In 1989 she also stated that: Lack of opportunity to see other women in

variety of administrative position.

31

In Ethiopia, due to lack of access to various resources including education and low status

that they have in the society, there is lack of role models at various levels. For instance,

number of females in leadership position is very low. The number is decreasing from

primary to secondary schools. This deprives female students and teachers of the

opportunity of looking up to role models (MOE, 2010). Thus, this might be a barrier to

women‟s participation in our country, Ethiopia.

2.3.10 Lack of Professional Network

Lack of professional network is perceived as a barrier to women‟s career advancement.

In 1985, Shakesaft noted that a lack of established networks as a barrier for women.

Networking is a means of making long-term contact which serves as an insurance for

one‟s professional career. It increases career promotion and advancement, in the study of

formal and informal leadership and networks. (Sherman, 2002) found that informal

networking is crucial to women aspiring to leadership position and it is a factor that

moves the aspirants in to formal leadership positions. The encouragement of women‟s to

form their networks at different useful way of building confidence and expertise.

Therefore, lack of networking is a barrier to women‟s participation in educational

leadership.

2.3.11 Lack of Visibility

Visibility is a pre-condition for leadership position and being other things equal. Men

tend to be more visible in school life than women (Abebayehu, 1995; Shakesaft, 1989).

In light of this Outson (1993) also stated that:

“Women are less likely to be given the opportunity to take on informal leadership

positions within the school than men. Men are more likely to be asked to chair committee

or to represent the school than women. This visibility gives men an edge over women it

comes to hiring, since these men already have been seen in leadership positions” (p.52).

32

Therefore, lack of visibility is one of the organizational factor that affect women‟s in

educational leadership.

2.3.12 Lack of an Equal Education, training and Promotion

Opportunity

Education is a tool that empowers a society to have developed human resources, which

enhance social and economic growth. The higher the education level of the population,

the greater is the development of a country will be. Education increases the upward

socio-economic mobility of women and creates an opportunity to work outside home

(Alem, 2003). Women‟s participation in education is constrained by economic, socio-

cultural, personal, family and school factors.

Equal access for young women to education , vocational training and on the job training

is an essential prerequisite for women to obtain more highly skilled and better paying

jobs until a sufficient number of women have the qualifications and skills required, their

extent of participation can be affected in leadership positions.

In most part of Ethiopia, Patriarchal thinking dominates the culture. It enhances the belief

that men are superior to women and it also institutes division of labor by gender. In

addition to this, women were given the role of a wife a mother and house keeper while

men were given the role of bread winner, protector and supporter (Genet, 1998). Thus

this attitude affect the education of women and educational access hand almost reserved

for men in the past.

Therefore, effects of these inequalities of women in educational opportunity can limit the

number of educated women that results in underrepresentation of women in educational

leadership positions.

2.3.13 Awareness Creation and Attitudinal Change

Many of women‟s problems are rooted on gender based stereotyping socio-cultural

factors, organizational and educational factors (Onyango et al., 2011). These are mostly

solved by awareness creation and bringing change of attitude. Attitudes are formed at an

33

early age and are reinforced by prevailing traditions and societal process. Attitudes of

educational leaders, teachers, and the society need to be influenced so that beliefs that can

act as barriers to equal opportunity are gradually removed (MOE, 2006).

Another essential step is awareness rising for men. With regard to this, Corner (1997)

stressed that men need to become aware of the ways in which their attitudes and

behaviors are gendered to reflect their own situation that affect women‟s equal

participation.

34

CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

This chapter deals with the research methodology, which includes: research design,

research method, and study population, Sample size and sample techniques, procedures

of data collection, data gathering tools and methods of data analysis and ethical

consideration.

3.1 The Research Design

To achieve the intended objective and to answer the basic questions of the study a

descriptive survey design was employed. A descriptive survey design was adopted

because it believed that appropriate to look in to what really affect the participation of

women in educational leadership and also used to make a detailed description of existing

leadership phenomena with the aim of producing data that justify current conditions and

practice and to draw valid conclusion from the facts discovered from large geographical

area (Koul, 1984). This is because it enables researcher to collect and describe large

variety of data related to the factor that underrepresented women in educational

leadership. In relation to this, Neumann (2007: confirms, descriptive research presents a

picture of specific details of a situation, social setting. Other scholars, Lodico, Spoulding

and Voegtle (2010) also support that descriptive research aims to describe behaviours and

to gather people‟s perceptions, options, attitudes and believes about the issue in

education.

Thus, both qualitative and quantitative research methods were employed. The qualitative

research method was employed to the study with the information gained by open-ended

questionnaire, interview and documents information gained by closed- ended

questionnaires was also employed with qualitative research method.

The study described to assess factors that causing women‟s participation in school and

controlling strategies in government‟s primary schools of AbunaGindeberetWoreda in

West Shoa Zone. Thus, the descriptive survey was chosen. Because it was suitable and

relevant for the study which looks into what actually happened in the schools. A

35

quantitative and quantitative method had been selected because it was viewed as an

effective method to gather large data and comprehensive issues at a specified period of

time (Ngwenya, 2010).The qualitative method was selected based on the assumption that

it enables the researcher generate meanings and phenomena within the real context of the

research participants and to fill the gap left by the quantitative one (Kothari, 2004).

Therefore, mixing method will be adopted in order to make the study more reliable

through triangulation. So the researcher also uses both qualitative and quantitative

method to fill the gap that comes on single research type.

To attain this, descriptive survey method was employed to conduct this study. It is

because of its importance that it fits to get detail information (data) from many

respondents and it is appropriate to assess the status of the phenomena. Regarding this

method, Babbib, (1999), cited in Creswell (2003, p.154)

3.2 Study area and population

Obviously, it is impossible to include every member of population in the study due to a

number of constraints (time, money and other resources). Participants in the study will be

selected by using multi stage sampling techniques. Because this sampling technique is

uses sequentially across two hierarchal levels such as Woreda level and school level.

Beside this varieties of sampling techniques also will be used. Since the researcher has to

observe serious of problems or gaps regarding to the participation of women in

educational leadership in Oromia region West-shoa zone Abuna Gindeberet Woreda

primary schools

Researcher was taking Abuna Gindeberet Woreda Primary schools Gorofurto,Gitire,

Danisa, Sombowoliso, Haro and Guduru primary schools purposively. From total number

of population: 15 WEO, 75 teachers, 6 principals, 6vice-principals, 2 supervisors in the

six stated schools the researcher was took 104 sample sizes.

3.3 Source of Data

In order to secure sufficient and relevant information, the researcher was used two

sources of data: primary and secondary source of data.

36

3.3.1 Primary Source of Data

The primary sources of data were gathered from educational leaders of WEO heads and

experts, school leaders (principals, vice-principals and supervisors) and teachers of

Abuna Gindeberet Woreda primary schools.

3.3.2 Secondary Source of Data

The secondary sources of data were used to strengthen the primary source of data. This

includes policy documents, manuals, statistical abstracts from the woreda education

office. Such policy documents, manuals and statistical abstracts documents used during

data collection to examine whether government policies in relation to positive action

were implemented or not.

3.4 Sample size and sampling Techniques

Obliviously, it is impossible to include every number of populations in the study due to a

number a number of constraints (time, money, efforts and other resources). Participants

in the study were selected using multi stage sampling techniques, because these sampling

techniques were used sequentially across more than two hierarchal levels, such as

Woreda level, schools and individuals. Beside this varieties of sampling techniques also

used. Since the researchers has observed serious of problems or gaps regarding the

participation of women in educational leadership as mentioned at the background of the

study, Abuna Gindeberet Woreda was selected purposively, That is because the

researcher had reasonable experience in the woreda in relation to the issue of the present

study i.e., women‟s participation in educational leadership in the woreda. That was

because I have worked as a teacher and director in three of the primary schools and the

problems were more visible in the woreda.

In Abuna Gindeberet Woreda there are 52 primary schools, from these the researcher

took as a sample only 6(11.6%) primary schools by using through purposive sampling

technique 8 from Sombowoliso,11 from Guduru where women serve as principals it is

because to bring information about general problems and prospects of women in

educational leadership.

37

All school leaders (6 principals and 6 vice-principals) from the selected sample schools

were selected by using comprehensive (inclusive) sampling techniques 1WEO head and

14 experts of Abuna Gindebert WEO were selected by using census sampling techniques

The assumption behind that if the whole population is sufficiently small , and the

researcher can include the entire population in the study. In addition, this helps the

researcher to gain adequate information due to their participation in management and

leadership.

75(50%) female and male teachers were selected from 6 sample schools by using

systematic random sampling techniques, the samples are proportional. Generally, a total

of 104 respondents were selected and took part in the study.

By using systematic random sampling techniques, the samples are proportional.

Generally, a total of 104 respondents were selected and took part in this study.

To determine the sample size of teachers from the total target population (150) of 6

primary schools the researcher selected 75(50%) teachers as representative for this study.

To determine the sample size of teachers for each primary schools‟ the following

stratified formula of William (1977) were utilized.

nh =Nhn/N. Where, nh =sample size of school h.

Nh = population of school h.

n = total sample size.

N = total population of sampled schools.

Based on the above stratified formula, sample size of teachers in each primary school

would be computed as follows.

Gitire primary school (teacher population =35)

n = 35x75/150 =17.5

Danisa primary school (teachers population = 32)

38

n = 32x75/150 = 16

Haro primary school (teachers population =25)

n = 25x75/150 =12.5

Gorofurto primary school (teachers population = 20)

n = 20x75/150 =10

Guduru primary school (teachers population =22) n = 22x75/150 =11 and

Sombo woliso primary school (teachers population =16)

n = 16x75/150 =8

The sums of the sample size of the above 6 sample schools were:

17+16=13+10+11+8 = 75 was selected as a sample. Those representatives were selected

from the sample schools using random sampling techniques particularly by applying

lottery methods as this give equal chance for the respondents who participated in the

study as stated by Macmillan (1996). The lottery method employed as follows, first paper

would be rolled according to their population number then the total sample was picked.

The sample was used for teachers are proportional to all sample schools so the technique

is systematic random sampling technique. Therefore, the subjects of the study includes75

teachers, 15 WEO personnel, 12 school leaders and 2 supervisors. Generally, a total of

104 respondents were selected and took part in this study.

39

Table3.1 Summary of Total population Sample Size and Sampling Techniques

3.5 Instruments and procedures of Data Collection

3.5.1 Instruments of Data Collection

In the process of data collection, questionnaire, interview, and document analysis were

used. Questionnaire is an instrument by which information is obtained from respondents

in written form. It is convenient to secure reliable and adequate factual information

opinions and attitudes in structural framework from a large number of respondents at a

low unit cost (Seyoum and Ayalew, 1989). It consists both close-ended and open-ended

with the intentions to disclose free opinions of respondents. Data from teachers ,WEO

No. Types of

respondents

Name of

sample schools

Number

of

Teachers

Sample size Sample

in%

Sampling

Techniques

1 Teachers Gorofurto 20 10 50% Systematic

Random

Sampling

Techniques

Gitire 35 17 50%

S/ Woliso

16 8 50%

Guduru 22 11 50%

Haro 25 13 50%

Danisa 32 16 50%

Total 150 75 50%

2 School leaders

Principals,

vice-principals

and

supervisors

14

14

100%

Comprehensiv

e

Sampling

Techniques

Total 14 14 100%

3 WEO Head of WEO

And

Experts

15 15 100% census

sampling

Techniques

Total 15 15 100%

Total 179 104 100

40

head and experts, principals and vice-principals and supervisors was gathered using

questionnaire since it is appropriate to obtain information from a large number of

respondents with in short period of time.

The questionnaire prepared has 58 items. The first part was designed to collect

information about the background like sex, age, academic qualification, work experience

to see the academic qualification , service years and current position of respondents

especially, female respondents of the target groups. The second part consists of six items

and the level of agreement was indicated on five point Likert- scale ranging from strongly

disagree (1) to strongly agree (5). This helped to get information of respondents‟

agreement or disagreement on the current extent of women‟s aspiration to educational

leadership. These statements were collected from the review literature and arranged with

some modifications.

The third part of the questionnaire was designed to collect information on the extent to

which the current selection criteria determine women‟s involvement in educational

leadership. It consists of seven items. This is also prepared in the form of Likert -scale

and level of effect was indicated on the five point scale ranging from very low (1) to very

high (5).This items were obtained from guide lines of principals and supervisors career

development.

The fourth part was designed to obtain respondents‟ attitude on women‟s skill and

competencies. Thus , twenty of the activities concerning leadership skills and competence

were collected from literature review , previous researches modified and listed down for

which the respondents were required to give their opinion on the scale ranging from very

poor (1) to Very good(5). Some factors that were believed to exclude women from

educational leadership were included on the fifth part of the questionnaire under sub-

topics such as socio-cultural; attitude of women towards themselves; family and home

responsibility; institutional factors and unequal opportunity of education and training in

the past in the form of Likert-scale ranging from strongly disagree (1) to strongly agree

(5) to obtain information in respondents degree of agreement on the issues. With the

intension of getting free responses of respondents, three open- ended items were also

included. In general, this part consists of 28 items. This study also employed 17 semi

41

structured interview questions as instrument for data collection to complement and obtain

relevant data that may not be handled by the questionnaire and to counter-check the

information that was obtained by the questionnaire. The structured interview questions

were designed add administrated to 15 WEO head and experts. Moreover, the semi-

structured interviews were conducted with 2 female principals to elicit information about

general problems and prospects of women in educational leadership as well as unique

problems that they encountered as educational leaders. While interviewing these research

participants and the researcher take notes. The interview questions were prepared in

English. On top of these, information from documents such as document containing

selection and placement criteria and other policy documents were analyzed during data

collection to examine whether government policies in relation to affirmative action to

promote women‟s participation in decision-making positions were realized or not; to

analyze the recruitment and selection criteria and to see equal opportunities for both men

and women.

3.5.2 Procedures of Data Collection

Before dispatching the questionnaire, having letter of authorization from Addis Ababa

University for ethical clearance, the director directly went to primary schools for pilot

test. Four assistant data collectors were selected to gather data from the sample schools.

The assistants selected because familiarity of the research areas to facilitate the data

collection process. Furthermore, the researcher provides orientation for all respondents

concerning to the objectives of the study and how the items should be answered. Then,

questionnaire dispatched to sample teachers and educational leaders. In addition, semi-

structured interview also conducted for female school leaders and WEO head and experts

by the researcher himself. The researcher had made initial contact with the interview to

explain the purpose of the study. While the interview carried, the researcher forced to

take hand notes.

3.6 Methods of Data Analysis

In accordance with the data collecting tools both qualitative and quantitative data were

employed. Thus, the analysis of the data being collected was done in line with the data

type. That means data obtained through the closed-ended questionnaire were analyzed

42

quantitatively while those obtained through open-ended questionnaire, interviews and

document analysis were analyzed qualitatively.

3.6.1 Quantitative Data Analysis

After collecting data through questionnaire the row data was checked, tailed, numbered,

arranged and organized in tables to make it understandable. Then the data was analyzed

and interpreted using different statistical tools. Such as percentage to analyze

characteristics of the sample population and measure of central tendency like mean and

standard deviation were computed to find average values against each item scores. T-test

was computed to see the mean difference and similarities between the respondents of the

two groups of respondents (educational leaders and teachers) i.e. to see the statistical

significant difference between responses of respondents.

3.6.2 Qualitative Data Analysis

The data that were obtained through interviews, open-ended questionnaire and document

analysis were analyzed qualitatively. This qualitative analysis provides a support role.

Finally, based on the data analysis and interpretations that was made to reach on findings,

conclusions and recommendations were given.

3.7 The Validity and Reliability Checks

Checking the validity and reliability checks of data collecting instruments before

providing to the actual study subject was the core to assure the quality of the data.

(Yalew, 1998), to ensure the validity instruments, Initially the instruments were prepared

by the researcher and developed under close guidance of the advisors and other teachers

from Abuna Gindeberet Woreda which has close relation with the subject under the study

were involved in providing their inputs for validity of the instruments. The questionnaires

were checked and corrected by preparatory school English language teachers. Moreover,

the questionnaires were pilot tested to carry out pre-test the instruments, and to avid

ambiguity and unclear statements. The draft questionnaires were tested at primary school

teachers, principals and supervisors. Based on respondent‟s response additional

modifications of questions were undertaken. The pre- test was providing an advance

opportunity for the investigator to check the questionnaires and to minimize errors due to

43

improper design elements: such as, question, wording or sequence (Adams et al, 2007).

Additionally, the reliability of the instrument was measured by using Cronbach‟s alpha

test. A reliability test is performed to check the consistency and accuracy of the

measurement scales. As table two shows the result of Combach‟s coefficient alpha is

satisfactory (between 0.73 and 0.93), indicating questions in each construct were

measuring a similar concept. As suggested by Crnbach‟s (as cited Tech-Hong &Waheed,

(2011).The reliability coefficient result>0.9 excellent,> 0.8 good,>0.7 acceptable, < 0.6

questionable, and < 0.5 poor. The internal consistency reliability results between 0.70–

0.90 were generally found to be internally consistent.

The table below indicates the computed internal reliability coefficients.

Table 3.2Reliability test result with Cronbach’s Alpha

Detailed description on the title of the questions No. Of

items

Cronbach‟s alpha

Women leadership ability, skill and competency 20 0.99

Women aspiration to educational leadership 6 0.51

Women selection and recruitment criteria 7 0.97

Women socio-cultural factors 5 0.98

Attitude of women toward themselves 4 0.95

Women Home responsibility 4 0.98

Institutional factor 8 0.96

Lack of education and training 4 0.94

Overall reliability results 58 0.99

44

3.8 Ethical Considerations

Research ethics refers to the type of agreement that the researcher enters with his research

participants. Ethical considerations play a great role in all research studies, and all

researchers must be aware of and attend to the ethical considerations related to their

studies. Therefore, was informing to the respondents about the purpose of the study i.e.

purely for academic; the purpose of the study were also introduce in the introduction part

of the questionnaires and interview guide to the respondents and confirm that subject‟s

confidentiality would be protected.

In addition to this, they were informed that their participation in the study was their

consents. The research was not personalizing any of respondent‟s response during data

presentations, analysis and interpretation. Furthermore, all the materials used during

research conductions were acknowledged.

Lack of professional network is perceived as a barrier to women‟s career advancement. In

1985, Shakesaft noted that a lack of established networks as a barrier for women.

Networking is a means of making long-term contact which serves as an insurance for

one‟s professional career. It increases career promotion and advancement, in the study of

formal and informal leadership and networks. (Sherman, 2002) found that informal

networking is crucial to women aspiring to leadership position and it is a factor that

moves the aspirants in to formal leadership positions. The encouragement of women‟s to

form their networks at different useful way of building confidence and expertise.

Therefore, lack of networking is a barrier to women‟s participation in educational

leadership.

Therefore, lack of visibility is one of the organizational factor that affect women‟s in

educational leadership.

45

CHAPTER FOUR

4. Presentation, Analysis and Interpretations of Data

As revealed on Table 4 .1A; 44 (58.75%) 0f teachers respondents were male whereas the

remaining 31(41.25 %) of teachers‟ respondents were female. Concerning educational

leaders, 23 (79.31%) are male and six (20.69%) were female. This implies that the

participation of both sexes on the position is not proportional. Therefore, the numbers of

female leaders were fewer than that of male leaders. Hence, this indicates that the

majority of educational leaders in the sample schools (areas) of the study were males

showing that the work environment was dominated by male teachers. Gender inequality

was clearly seen here where women‟s participation in educational leadership position was

much fewer when and 9(31%) educational leaders that falls in the year category between

21-30,while 24 (31.nin%) teachers and 12(41.4%) educational leaders were within the

range of 31-40 and 15 (19.4%) teachers and five (17.2%) educational leaders were within

the range of 41-50 and five (6.9%) teachers and three (10.3%) educational leaders were

aged greater than 50 and the rest 1(1.8%) teacher respondent was 20 years old. All

respondents were above 18 years old. It is the legal employable age in our country. Based

on their maturity age it can be analyzed that they have a better understanding about the

issue. Hence, their opinions can be taken as acceptable for the study.

With regard to educational level of respondents, as noted in Table 4.1A, since the sample

delimited to have Diploma and above 40(53.8%) of teachers and 9(31%) of educational

leaders of both sexes were Diploma holders. Whereas, 33 (44.4%) teachers and 18

((62%) educational leaders possess first Degree.

46

Table 4.1A Respondents Characteristics

No. Variables(Items) Respondents Total=(104)

Teachers =(75)

Educational

Leaders=(29)

N % N % N %

1 Sex

Male 44 58.75 23 79.31 67 64

Female 31 41.25 6 20.69 37 36

Total 75 100 29 100 104 100

2 Age

1 1.8 - - 1 1

21-30 30 04 9 31 39 38

31-40 24 31.9 12 41.4 36 35

41-50 15 19.4 5 17.2 20 19

>50 5 6.9 3 10.3 8 7

Total 75 100 29 100 104 100

3 Educational

Qualification

Diploma 40 53.8 9 31 49 47

BA/BED/BSC 35 46.2 20 68.9 55 53

Total 75 100 29 100 104

100

47

Table 4.2B Respondents characteristics

No. Items

(variables)

Respondents Total

Teachers Educational

Leaders

N % N % N %

4 Work

experience

<3 10 13.1 - - 10 11.1

3-5 6 8.1 4 13.8 10 9

6-10 16 21.9 7 24.1 23 22.2

11-15 24 32.5 11 37.9 35 33.3

16-20 11 13.8 5 17.2 16 14.3

>20 8 10.6 2 6.9 10 10

Total 75 100 29 100 104 100

5 Position

Principals 6 21 6 12

Vice

principals

6 21 6

12

WEO head

1 3 1 2

WEO experts

14 48 14 28

Supervisors 2 7 2 4

Total 75 29 100 29 100

As can be seen in Table 4.2B respondents were analyzed by their work experience 16

(21.2%) teachers and 4(13.8%) educational leaders have service year that ranges from1-5

years. 16 (21.9%) of teachers and 7 (24.1%) have work experience of 6-10 years,

whereas 24 (32.5%) and 11(37.9%) of respondents have work experience from 11-15 for

48

teachers and educational leaders respectively. The rest29 (24.4%) teachers and 7 (24.1%)

educational leaders had greater than sixteen years of work experience. This shows that

these schools have teachers with ample (sufficient) work experience. Therefore, based on

their long time work experience, it assumed they have better understanding about this

issue.

In addition to this respondents have also been described in terms of current position.

Accordingly, as depicted in the above table, 75 (72%) of the respondents were teachers, 6

(6%) were principals, 6 (6%) vice principals, 2(2%) supervisors and 17 (16.4%) woreda

educational leaders (WEO head, WEO experts and CRC supervisors). Therefore, this

indicates that there was almost no female school leaders were in the sample area (only

two female principals in the woreda. From this: one can conclude that female teachers

were not assuming leadership position in Abuna Gindeberet Woreda primary schools.

To the extent of aspiration(desire) of women to educational leadership, the extent of

aspiration of women to educational leadership position was presented to respondents

through questionnaires that they were required to rate the level of effects on the basis of

the five points of Likert-scale.

4.2 Presentation, Analysis and interpretation of Data on Factors

Affecting Women’s Participation in Educational Leadership.

4.2.1 Women’s Aspiration to Educational Leadership.

This part deals with the discussion of the data gathered from respondents with regards to

the extent of aspiration(desire) of women to educational leadership, the extent of

aspiration of women to educational leadership position was presented to respondents

through questionnaires that they were required to rate the level of effects on the basis of

the five points of Likert-scale. This five point scale range from strongly

agree(SA).=5,Agree(A)=4,Undecided(U)=3, Disagree(D)=2, Strongly disagree=1(SD).

For ease of analysis, the mean value range from 1.00 to 2.42 were low, from 2.50 to 3.49

were moderate and greater than 3.50 were rated as high. (See table 4.3A below)

49

Table 4.3A Respondents’ Views on Women’s Aspiration to Educational Leaders

Women

Aspiration to

Educational

Leadership.

Respondents Category Total

N=(104)

Teachers

(N= (75)

Edu.

Leaders

N=(29)

N % N % N %

Women have

less aspiration to

become

educational

Leadership.

SD 5 6.1 3 10.3 8 7.7

DA 7 8.8 7 24.1 14 13.5

U 28 37.5 5 17.2 33 31.7

A 25 33.8 8 27.6 33 31.7

SA 10 13.8 6 20.7 16 15.4

Total 75 100 29 100 104 100

Mean 3.40 3.24 3.37

SD 1.035 1.327 1.082

Women do not

seek leadership

Position s in

education.

SD 4 5.6 4 7

8 6.9

- DA 11 15.0 3 10.3 14 14.3

U 20 26.3 10 34.5 30 27

A 29 38.1 7 24.1 36 36

SA 11 15.0 5 17.2 16 15.3

Total 75 100 29 100 104 100

Mean 3.41 3.20 31.38

SD 1.090 1.264 1.117

Women apply

for educational

less

Frequently

SD 7 9.4 - - 7 8.5

DA 12 15.6 4 17.2 16 15.9

U 2 28.8 10 34.5 32 29.6

A 29 38.1 4 17.2 33 34.4

SA 5 8.1 10 31.0 15 11.6

Total 75 100 29 100 104 100

Mean 3.24 1.327 3.62 3.26

SD 1.107 1.327 1.107

Avr.mean score 3.26 1.115 3.26

50

Item 1 of table 4.3A teachers and educational leaders were requested their perception on

women less aspiration to become educational leader. The mean of teacher respondent on

the item is (M=3.40, SD=1.035) and educational leaders respondent is (M=3.24,

SD=1.327). This shows there was no significance difference between the two respondent

groups regarding less aspiration of women to become educational leaders. The average

mean value of the two groups were (M=3.37, SD=1.082) indicating „a rating of moderate

aspiration‟. This finding reflects that women have “moderate aspiration” to become

educational leaders. From the finding 50(47.6%) of respondents agreed that less

aspiration of women to become educational leader affect their participation for this

position and19 (18%) of the respondent disagree that less aspiration of women affect

their participation. However, 36(34.4%) of the respondents could not give their decision.

Interview response secured from WEO head, supervisors and female principals confirms

the above findings. This means, women aspiration to educational leadership aspiration

somewhat currently improved as compared to that of Abebayehu, (1995). But this is due

to societal attitude, fear of competition and lack of self-confidence. This finding is

supported by (Marshal, 1985; Ouston, 1993). From the above analysis, one may conclude

that women of Abuna Gideberet primary schools have moderate aspiration to become

educational leaders.

Table4.3A concerning women need of leadership position in education, teachers rated

the item (M=3.41, SD=1.090) and educational leaders rated the item (M= 3.20, SD=

1.264). This indicates that there was no statistically significance difference in perception

between teachers and educational leaders concerning women need for leadership position

in education sector. The average mean value of the two groups were (M= 3.38, SD=

1.171) indicating a rating of moderate aspiration; in respect to the above findings

53(51.32%) of respondents agreed that have the need for the leadership position affect

their participation. Whereas, 22(21.2%) of them disagreed on the item. The rest

respondents were undecided. From the above analysis, one may conclude that the

women‟s need for leadership position in education moderately affects their aspiration to

become educational leader. This is due to fear of competition and lack of self-confidence.

The information obtained from interviews indicates this may be due to their own self-

51

concept. i. e. underestimation of their ability, fear of competition and lack of commitment

affect their aspiration for this position.

Item 3 of table 4.3A teachers and educational leaders were requested on women less

frequent apply to educational leadership position. With respect to this, teachers rated the

item (M= 3.62, SD= 1.115). This refers that both teachers and educational leaders rated

the items as „moderate‟ with the average mean scores of (M= 3.26, SD= 1.107) for the

item. Accordingly, the majority48 (46%) of respondents agreed that educational

leadership affect their participation to leadership position. While 25(24.3%) of the

respondents disagree that women less frequent apply for the position prevent the entry of

women to the position and the restwomen less frequent apply to28 (27%) could not make

decision on the item. For the above analysis, One may conclude that women less frequent

apply to educational leadership was moderately affect their participation in educational

leadership.

52

Table 4.3B Respondents’ views on women’s Aspiration to Educational Leadership

Women Aspiration to Educational Leadership

Respondents Category

Teachers.

(N=75)

Edu. Leaders.

(N=29)

Total

N % N % N %

Women Lack of Self- confidence to

Apply to educational

leadership that affects their

Aspiration.

SD 4 5.6 - - 4 4.8

DA

9 12.5 1 1.72 10 13.2

U 22 28.8 8 24.1 30 28.0

A 24 32.5 9 27.6 33 31.7

SA

16 20.6 10 31.0 26 22.2

Total

75 100 100 104 100

Mean 3.50 3.72 3.53

SD 1.121 1.098 1.118

Women Fear of competition that

Affects their Aspiration.

SD 3 3.1 1 3.4 4 3.2

DA 6 8.1 4 13.8 10 9

U 20 27.5 6 20.7 26 26.4

A 28 36.9 7 24.1 35 34.9

SA 18 24.4 11 37.9 29 26.4

Total 75 100 29 100 104 100

Mean 3.71 3.79 3.72

SD

1.024 1.206 1.051

Devaluation of Women by society

Affect their Aspiration.

SD 2 4.4 - - 2 3.7

DA 12 15.6 3 10.3 15 14.8

U 18 23.8 7 24.1 25 23.8

A 20 26.3 8 27.6 28 26.4

SA 23 30.0 11 37.9 34 31.2

Total 75 100 29 100 104 100

Mean 3.61 3.99 3.66

SD 1.191 10.32 1.171

Average Mean score 3.47 3.57 3.52

53

The4th

item on table 4.3B is about women‟s lack of self-confidence to apply to

educational leadership. Both respondent groups rated “high‟ which is (M= 3, 50, SD=

1.121) and (M= 3.72, SD= 1.098) respectively.

This indicated that there is no statistically significant difference between the respondents

of the two groups of respondents on women‟s lack of self –confidence to apply to

educational leadership. In respect to this the majority (54%) of the respondents agreed

that lack of self- confidence to educational leadership highly prevent the entry of women

to this position and (18%) disagreed that lack of lack of self- confidence

This finding is supported by the findings of Ouston (1993) that says women have lower

self- confidence than men.

In relation to women‟s fear of competition on item 5, and devaluation bythe society item

6, of table 4.3B,both respondent groups rated the items „high‟ with average mean of

(3.72) and (3.66) for item 5 and 6 respectively. The mean value was computed and there

was no statistically significant difference was observed in perception between the two

groups of respondents. The finding shows the majority (56%) and (57.7%) of the

respondents for items 5 and 6respectively agreed that women fear of competition and

devaluation by the society affect their participation to educational leadership position.

Therefore, one may conclude from the analysis women fear of competition and

devaluation by society was highly affects their participation in educational leadership

positions.

As a general, the overall mean value for all items in table 4.3B is 3.52 that rated women‟s

aspiration to educational leadership as a major factor for their underrepresentation.

Therefore, for the above findings, one may conclude that women‟s aspiration to

educational leadership is affected by women‟s aspiration in Abuna Gindeberet Woreda

Primary schools due to lack of self- confidence, fear of competition and societal attitude

towards women‟s ability on leadership position.

However, women teachers were expected to aspire for leadership position and role model

for females.

54

4.2.2 The Selection Criteria and Impacts on Women’s Participation in

Educational leadership.

The educational leadership position development starts from class room teachers with

few administrative duties.

To be school leader, it is expected to pass in various experiences. School plays many

important roles in day to day follow up of school activities (MoE, 2009). Therefore,

considering this I (the novice researcher) wanted to find out the selection and placement

criteria for school leaders and their impacts on women‟s participation.

To examine the effects of selection criteria on women‟s participation in educational

leadership 7 major items were considered in to table and respondents were asked to rate

the influence levels by five scales. For the purpose of analysis, the obtained mean score

were interpreted as follows. If the mean value is ≤ 2.49 = „low effect‟, 2.25- 3.49 =

„moderate effect‟, and if 3.50 = „high effect‟. (See table below)

55

Table 5.1 Recruitment and Selection Criteria

Recruitments and Selection criteria Respondents Category

Total

Teachers

(N=75)

Education leaders (29)

N % N % N %

Professional qualification Diploma,

Degree, MA

VL 1 1.9 - - 1 1.6

L 4 8.1

3

6.9 7 7.9

M 22 35 6 20.7 28 32.8

H 25 30.6 8 27.6 33 30.1

VH 15 20.6 13 44.8 27.5

Total 75 100 29 100 100

Mean 3.67 4.10 3.74

SD 0.9940 0.976

Work Experience (Leadership Experience) VL 4 3.2 1 3.4 5 3.7

L 6 5.6 3 10.3 9 6.3

M 24 30.6 8 20.7 32 29.1

H 22 27 10 27.6 32 31.2

VH 17 28.1 13 37.9 30 29.6

Total 75 100 29 100 104 100

Mean 3.75 3.86 3.76

SD 1.046 1.1156

Performance appraisal results VL 4 5 - - 4.2

L 9 11.9 7 17.2 16 12.7

M 17 29.4 4 13.8 21 27

H 15 28.8 8 31.0 23 29.1

VH 13 25 13 37.9 26 27

Total 75 100 29 100 104 100

Mean 3.56 3.89 3.61

SD 1.136 1.113

Oral or and Written tests VL 8 9.4 - - 8 7.9

L 16 18.1 8 27.6 24 19.6

M 25 26.5 10 34.5 35 31.7

H 22 24.9 9 20.7 31 28

VH 11 11.9 6 17.2 17 12.7

Total 75 100 29 100 100

Mean 3.16 3.72 104 3.17

SD 1.143 1.065

Quality of personal file (profile) VL 10 12.2 - - 10 12.7

L 14 16.9 4 13.8 18 16.4

M 16 20.6 13 51.7 29 25.4

H 17 22.5 6 17.2 23 21.7

VH 17 21.7 6 17.2 23 24.3

Total 75 100 29 100 104 100

Mean 3.28 3.37 3.29

SD 1.388 0.941

Adequate and relevant profession

training graduating in education or

VL 8 9.4 - - 8 7.9

L 11 11.2 2 13.8 13 11.6

M 17 23.1 12 34.5 29 24.9

H 32 50 10 31.25 42 29.6

VH 26 40 6 25 51 25.9

Total 75 160 29 100 104 100

Mean 3.51 3.53

SD 1.243

Political background (affiliation to the

ruling party

VL 4 10 2 6.2 6 6.9

L 8 18 3 11.2 11 13.2

M 13 32 5 20 18 22.2

H 14 35 6 21.9 20 21.7

VH 25 65 13 40.6 38 36

Total 75 160 29 100 104 100

Mean 100 3.79 3.66

SD 1.259 1.275

Average mean scores 3.51 3.59 3.56

56

As indicated in table 5.1 items 1, the two respondent groups were asked to point out their

views regarding the effect of professional qualification as being one of the criteria used

for the selection of educational leaders. The response of both teachers and educational

leaders on the item show individual mean values of (M=3.67, SD= 0.994) and (M= 4.10,

SD= 0.976) respectively. These indicate that there is statistically significant difference in

perception between the two groups of respondents towards the item. The average mean

value of the two groups was 3.74; indicating the effect of professional qualification

affects women‟s participation in educational leadership.

Accordingly the majority 60 (57.7%) of the respondents agreed that the effect of

professional qualification affects women‟s participation in educational leadership. While,

10 (9.5%) of the respondents disagreed that the effect of professional qualification limit

the participation of women and the rest30 (32.8%) could not make decision on the item.

The response obtained from interview reflects that majority of female teachers do not

have the required professional qualifications (BA/BED/BSC), so this may hinder their

participation to this position. Item 2 of table 5.1 the level of effect of work experience as

one of the criteria used for selection of educational leaders was also rated by teachers and

educational leaders.

The response indicated that the average mean score was 3.76 rating it as „high effect‟

with individual mean scores M= 3.75, SD=1.046 and M= 386, SD= 1.156 for teachers

and educational leaders respectively. This shows that there is no statistically significance

in perception between teachers and educational leaders towards the item. The majority63

(60.8%) of respondents agreed that the effect of work experience as a selection criteria

affect women participation. Because, women do not have much experience as compared

to men and11 (10%) of the respondent disagreed that the effect of work experience

prevent women participation and the rest 30 (29.1%) could not give their decision.

In relation to this information obtained from interviewees indicated that women do not

have much experience as compared to men that could be due to lack of visibility in the

organization. This means, they are less assigned as department heads, unit leaders and

also in different committee in the schools that helps them as leadership experience.

57

Therefore, one may conclude from this lack of experience affect the involvement of

women in educational leadership.

This finding is supported by Ouston (1993) and Abebayehu (1995) argue that women are

less likely to be given the opportunity to take on informal leadership within the school

than men.

Item 3 of table 5.1, concerning to the performance appraisal results, both teachers and

educational leaders rated as „high effect‟ on the entry of women to educational

leadership. When we look at the scores, the two groups had individual mean score of M=

3.56, SD= 1.136 and M= 3.89, SD= 1.113 respectively. This proves that there is no

statistically significant difference in perception between teachers and educational leaders

on the effect of performance appraisal on the participation of women in educational

leadership. While, the average mean score 3.61 that rated the criteria having effect on

women‟s participation. As a criteria performance appraisal result affects women‟s

participation in educational leadership. Accordingly, the majority 59(56%) of the

respondents agreed that the effect of performance appraisal highly affect the entry of

women to educational leadership position.

Whereas, 18(16.9%) of the respondent disagreed that the effect of performance appraisal

affect the entry of women to this position and 29 (27%) could not decide on the item. The

document analyses of the directives used as a guideline of school leader career

development (MOE, 2009) also indicates that performance appraisal result cover 50% of

the point given for the criteria. Interviews do not; however, seem to be about the way

performance appraisal are carried out. They complain there full of bias and subjectivity.

They further noted that it victimizes female teachers who are not part of the informal

network in which some positive understanding is ignored between evaluators and

employees.

Item 4 of, Table 5.1 shows respondents‟ view of oral and written examination used as a

criteria for selection of women and written examination affect the participation of women

whereas (27.5%) of the respondent disagreed that oral and written examination affect the

participation of women and (31.7%) of the respondent could not give their decision. Thus

58

an average mean value of (3.17) indicates oral and written test moderately affect the

participation of women. Therefore, one may conclude from this finding oral and written

examination moderately affects the participation of women in educational leadership.

Item 5 of table 5.1, concerning to the quality of personal file as being one of the selection

criteria, the two groups asked to rate its level of effect. The average mean obtained from

the respondent were (3.29), rating as a „moderate effect‟ with individual mean scores of

(M=3.28, SD=1.388) and (M=3.37, SD=0.941) from both teachers and educational

leaders respectively. The majority (46%) of the respondents agreed that personal profile

affect the participation of women in educational leadership whereas, (28.6%) respond

that the effect of personal profile on the participation of women in educational leadership

is low and (25.4%) of the respondent could not give their decision. From interview of

educational officials and female principals quality of past records is one of the criteria but

less affect women‟s participation.

The finding supported by (MoE, 2009), the document analysis also indicated that past

record accounts for only (5%) of the points given for the criteria. From the above

analysis, one may conclude that personal profile moderately affects the participation of

women in educational leadership in Abuna Gindeberet Woreda primary schools.

Item 5 of table 5.1 depicted that the respondents‟ opinion regarding the effect of adequate

and relevant professional training on women‟s participation for a position. Both groups

revealed a mean score of (M=3.51, SD=1.243 and M=3.68, SD=1.072) respectively rating

as „high‟ for both groups of respondents. On the other hand, the average mean value of

the groups was 3.53 rating as „high effect‟. Hence, this criterion also has high effect on

women‟s participation in educational leadership. This indicates that there is no

statistically significant difference between the perception of teachers and educational

leaders on the effect the adequate and relevant professional training on the participation

of women. For the above analysis one can conclude that, the majority of respondents

agreed that adequate and relevant professional training highly prevents the participation

of women in educational leadership in the study area.

59

Item 7 of table 5.1, it was about political affiliation and its effect as being one of the

criteria used for the selection of educational leaders The average mean score for both

teachers and educational leaders was (3.66) indicates a rating of „high level‟ effect on

women‟s participation with individual mean scores of (M=3.79, SD= 1.259 and M=2.96,

SD=1.149) for both respondent groups respectively. This revealed that there is no

statistically significant difference between the perceptions of the two groups of

respondents towards the effect of political affiliation on women‟s participation. Majority

of (57.7%) respondents agreed the effect of political affiliation limit the participation of

women in educational leadership. On the other hand, (20.1%) of respondents disagreed

that the effect of political affiliation limit the participation of women on this position, and

(22.2%) of respondents do not give their decision on this item. The mean score of

teachers show that political affiliation is highly affects women‟s participation, while

educational leaders argued that it is moderately affects the participation of women in

educational leadership.

From interview held with WEO head, confirmed that political affiliation does not affect

women‟s participation and this is included due to the fact that, a leader should know the

policy strategy, constitution and practice accordingly. To the contrary female educational

leaders assumed that women‟s low participation in political affairs hinder their visibility in

educational leadership.

The document analysis obtained from MOE regarding the selection criteria for educational

leaders revealed that performance appraisal results, oral and written examinations, work

experience and quality of personal past records, professional qualification and related

training are mandatory.

However, nothing was noted to encourage women applicants. This indicates that only

candidates that pass the stated criteria were selected regardless of gender quota system or

any affirmative action for women was not seen as written criteria.

In general, these shows that the criteria do not prepared in line with the policy that say

“Educational management will be democratic, professional and will encourage

participation of women” in (MOE, 1994). Therefore, it is safe to conclude that recruitment

60

and selection criteria highly prevent the entrance of women to educational leadership

position.

4.2.3 Women’s Leadership Abilities, Skills and Competences

Competency plays a great role in achieving the desired goals of any organization that

includes both professional and personal skills. In this section the intension of the

researcher was to assess the perception of teachers and educational leaders towards the

ability, skill and leadership competency of women educational leaders. Therefore, 20

activities that could describe their ability, skills and leadership competence were identified

and presented to the respondents to be rated on a 5 point Likert scale i.e. (v.good=5,

Good=4, Medum=3, Poor=2 and V.poor=1). For the purpose of analysis, the mean values

were interpreted as follows: ≥ 3.5= „highly competent‟, 2.50-3.49=‟moderately competent‟

and ≤ 2.49=‟poorly competent‟ (see table 6.1, 6.2 and 6.3 below

61

Table 6.1A Respondents view on Women’s Leadership Ability, Skill and Competence.

Indicators of women’s ability skill and competence Respondents Category

Total

Teachers

(N=160)

Education leaders (29)

N % N % N %

Women ability to implement rules and

regulations effectively and efficiently

Ver.p 4 5.6 - - 4 4.7

Poo 5 8.8 5 21. 10 9

Mod 7 13.8 4 20.7 11 14.8

Goo 25 41.9 11 34.5 36 40.7

Ver 18 30.0 11 34.5 29 30.7

Total 75 100 29 100 104 100

Mean 3.81 3.93 3.83

SD 1.126 0.997 1.105

Women’s ability to promote optimum use of the

material, financial and human resources

Ver.p 3 3.8 - - 3 3.2

Poo 7 6.9 2 6.9 9 6.9

Mod 13 15.6 4 13.8 17 15.3

Goo 22 35.6 11 31.0 33 34.9

Ver 25 38.1 13 48.3 38 39.7

Total 75 100 29 100 104 100

Mean 3.79 4.20 4.01

SD 1.075 0.940 1.056

Women’s ability to effectively plan and

coordinate all desired activities and resource

towards the achievement of goals

Ver.p 3 4.4 - - 3 3.7

Poo 5 6.9 4 10.3 9 7.4

Mod 14 26.3 7 20,7 21 25.4

Goo 28 42.5 9 34.5 37 36

Ver 16 20.0 9 34.5 23 22.2

Total 75 100 29 100 104 100

Mean 3.66 3.93 3.80

SD 1.013 0.997 1.013

Women’s’ ability to delegate duties effectively Ver.p 1 1.3 1 6.9 2 2.1

Poo 8 8.1 3 20.7 11 10

Mod 18 30.0 12 31.0 30 30.1

Goo 24 41.9 7 20.7 31 38.6

Ver 13 18.9 7 20.7 20 19.8

Total 75 100 29 100 104 100

Mean 3.68 3.27 3.62

SD 0.912 1.221 5 0.973

Women’s ability to develop communicate vision Ver.p 3 3.8 2 6.9 5

Poo 8 10.6 3 10.3 11 4.2

Mod 17 26.3 6 20.7 23 10.6 25.4

Goo 23 35.6 4 17.2 27 32.8

Ver 15 23.8 12 44.8 27 27

Total 75 100 29 100 104 100

Mean 3.65 3.82 3.67

SD 1.071 1.311 1.109

Women’s ability to read the organizational

informal systems

Ver.p 2 5.6 - - 2 4.8

Poo 5 11.9 2 10.3 7 11.6

Mod 16 31.3 4 17.2 20 29.1

Goo 14 28.8 12 37.9 26 30.2

Ver 11 22.5 10 34.5 21 24.3

Total 75 100 29 100 104 100

Mean 3.5 3.96 3.57

SD 1.132 0.981 1.120

Women’s ability to clarify and instruct staff how

to apply rules and regulations

Ver.p 2 3.8 - - 2 3.17

Poo 4 6.9 2 10.3 6 7.4

Mod 13 21.3 4 20.7 17 21.2

Goo 25 40.0 8 24.1 33 37.5

Ver 15 28.1 14 44.8 29 30.7

Total 75 100 29 100 104 100

Mean 3.81 4.03 3.85

SD 1.099 1.051 1.041

Aver. Mean score 1.524 2.096 3.62

62

On table 6.1A, teachers and educational leaders were asked to give their views regarding

women‟s ability to implement rules and regulations effectively. The mean score of teacher

respondents and educational leaders were (M=3.81, SD=1.126) and (M= 3.93, SD=0.997)

respectively. The average mean value of the two groups of respondents were (3.83)

indicated a rating of „high‟ indicated that women have the ability to implement rules and

regulations. In this respect, majority (71.5%) of the respondent agreed that women have

the ability to implement rules and regulations. Whereas, (13.8%) of respondents disagree d

on the ability of women‟s to implement rules and regulations and (14.8%) could not give

their decision on this item. From the above analysis one may conclude that women had the

ability to implement rules and regulations effectively. So this may not hinder their

participation in educational leadership position.

Item 2 of table 6.1A, both teachers and educational leaders requested on women‟s ability

to promote optimum use of materials, finance and human resources. In this respect,

teachers and educational leaders rating mean score were ((M=3.97, SD= 1.075 and

(M=4.20, SD=0.940) respectively. This proves that there is no statistically significant

difference between the two groups of respondents towards the ability of women to

promote optimum use of materials, finance and human resources. The average mean

values of the two groups of respondents were indicted that a rating of high level of

agreement on this item. Accordingly, the majority (74.6) of respondents agreed that

women have the ability to use resources wisely and (10%) of respondents disagreed on the

ability of women to use resources wisely. Whereas, (15.3%) of respondents do not give

decision on the item. From the above analysis one may conclude that women have the

ability to promote optimum use of materials, finance and human resources that may not

inhibit their participation in educational leadership position.

Information from interview of female educational leaders supports this idea. They said that

“women implement rules and regulations to use school resources wisely. Therefore, one

may conclude that women had the ability to use rules and regulations and use school

resources wisely

This finding supported by:Alem (2003). Argue that participating women‟s discourages

corruption and encourages investment in social infrastructure such as health and education.

63

With regard to item 3 of table 6a, the mean score of the two groups of respondents were

(M=3.66, SD=1.013) and (M=3.93, SD= 0.997) respectively the average mean of the two

groups were (3.80) indicating a rating of

„High‟ level of agreement on this item from respondents on the ability of women to plan

and coordinate effectively all desired activities for the achievement of organizational

goals. Thisindicates that there is no statistically significant difference between respondents

towards the item. To this point (58.2%) of respondents agreed that women have the ability

to plan and coordinate effectively to achieve the desired goals. Whereas, (25.4%) of

respondents could not give their decision on this item. Therefore, one may conclude from

this finding women have the ability to plan and coordinate activities and use resources

towards the achievement of educational goals.

From table 6.1A item 4, both teachers and educational leaders were asked to give their

perception regarding to women‟s ability to delegate duties effectively. The mean score of

both respondents

Groups were (M=3.68, SD= 0.912) and (M= 3.27, SD=1.221) respectively. This indicates

that teachers „highly‟ agreed that women have the ability to delegate duties effectively and

educational leaders have „moderately‟ agreed towards the item. The average mean vale,

this shows that there is no statistically significance difference in perception between the

two groups of respondents on the item. The average mean value of the two groups were

(3.62) indicating that women have the ability to delegate duties and responsibilities

effectively. In respect to this, (57.7%) of respondents agree that women have the ability to

delegate duties and responsibilities effectively and (12.2%) of respondents disagreed with

the ability of women‟s to delegate duties and responsibilities, whereas, (30.1%) of

respondents could not give their decision.

With regard to item five, six and seven in table 6.1A, the mean score of teachers and

educational leaders were (3.65, 3.50, 3.81and 3.82, 3.96, 4.03) respectively. This indicates

that there is no statistically significant difference between the two respondent groups. This

shows that there was statistically significant difference between the two groups of

respondents the ability of women to read organizational information system. Accordingly,

(59.8%),(54.5%0 and (68.3%)of respondent on items 5, 6 and7 respectively agreed women

64

have the ability to develop and communicate vision , to read organizational information

system and the ability to instruct staff how to apply rules and regulations.

So one may conclude from the above analysis majority of the respondents agreed women

have the ability to develop vision, read the organizational information system and instruct

staff.

65

Table6.2B: Respondents Views on Women’s leadership ability, skill and Competence

of Indicators women’s ability, skill and competence Respondents Category

Total

(104)

Teachers

(N=75)

Education leaders (29)

N % N % N %

Women consistency in decision making Ver 7 9.4 2 6.9 9 9

Poo 16 12 4 13.8 20 15.3

Mod 26 35 11 37.9 37 36

Goo 20 26 8 27.6 28 27

Ver 11 15 4 13.8 15 15.3

Total 75 100 29 100 104 100

Mean 3.26 3.27 3.26

SD 1.153 1.098 1.142

Women’s ability to make decision that

consider the situation

Ver 4 5.6 - - 4 4.7

Poo 8 10 3 10.3 11 10

Mod 21 28 6 20.7 27 27.5

Goo 20 26 8 27.6 28 27

Ver 21 28 12 41.4 33 30.7

Total 75 100 29 100 104 100

Mean 3.63 4.00 3.68

SD 1.163 1.035 1.149

Women’s ability to participate subordinate in

decision making

Ver 1 1.9 1 3.4 2 2.1

Poo 11 15 4 13.8 15 15.3

Mod 25 33 5 17.2 30 30.7

Goo 20 26 9 31.0 29 27

Ver 18 23 10 34.5 28 24.8

Total 75 100 29 100 104 100

Mean 3.53 3.79 3.57

SD 1.069 1.176 1.087

Women’s’ confidence in decision making Ver 4 5.0 1 3.4 5 4.8

Poo 7 9.4 3 10.3 10 9.5

Mod 27 36 6 20.7 33 33.8

Goo 19 25 13 44.8 32 28

Ver 18 24 6 20.7 24 23.8

Total 75 100 29 100 104 100

Mean 3.54 3.68 3.56

SD 1.109 1.038 1.097

Women’s ability to mobilize and motivate

people

Ver.p 5 6.3 1 6.9 6 6.3

Poo 8 9.4 3 13.8 11 10

Mod 18 28 5 17.2 23 26.5

Goo 22 35 7 24.1 29 33.8

Ver 15 20 12 37.9 27 23.3

Total 75 100 29 100 104 100

Mean 3.55 3.72 3.57

SD 1.109 1.306 1.139

Women’s ability to understand the local

school community and the border economic

political and policy context

Ver 4 5.6 9 31.0 9

Poo 14 18 8 27.6 22 20.6

Mod 23 31 6 20.7 29 30.2

Goo 20 26 3 10.3 23 23.8

Ver 13 17 3 10.3 16 16.4

Total 75 100 29 100 104 100

Mean 3.31 2.41 3.17

SD 1.133 1.323 1.205

Women’s ability to treat all staff as well as

students accordingly

Ver 3 3.8 - - 3 3.1

Poo 9 12 3 10.3 12 12.2

Mod 21 28 4 13.8 25 25.9

Goo 24 31 9 31.0 33 31.7

Ver 18 23 13 44.8 31 27

Total

75 100 29 100 104 100

Mean 3.59 4.21 3.67

SD 1.094 1.012 1.095

66

From the data on table 6.2B item 8, regarding the women consistency in decision-making

teachers and educational leaders were rated the item with the mean score of (M=3.26, SD

=1.153) and (M= 3.27, SD=1.098) respectively. This indicates that the two groups of

respondents have no statistical significantly differs in their average agreement towards

women consistency in decision –making. The average mean value of the two groups was

3.26. It indicts that both teachers and educational leaders were „moderately agree on the

ability of women‟s consistency in decision-making. To this point (42.3%) of the

respondents agreed that women consistency in decision-making. Whereas (24.3%) of the

respondents disagreed on this item and (36%) of the respondents could not make decision

on this item.

As can be seen on table 6.2B item9, the average mean value of the two groups were 3.68

with Individual mean score teachers (M=4.00, SD=1.035). This indicates that both

respondents were highly agreed on the ability of women‟s to make decision that consider

the situation. This indicates there is no statistical significant difference between the

perception of teachers and educational leaders on the ability of women‟s to make decision

that considers the situation. With respect to this, (57.6%) of the respondents agreed that

women have the ability to make decision that consider the situation and (9.5%) of the

respondents were disagreed on the ability of women to make decision and (27.5%) of the

respondents could not make their decision. Therefore, one may conclude from the analysis

women have the ability to make decision that consider the situation.

As can be seen on table 6.2B item 10, 11and 12 the mean score of the two groups were

3.53, 3.54 and 3.55 and 3.79, 3.68 and 3.72 respectively. This indicates that there lies no

statistically significant difference in perception between teachers and educational leaders.

The average mean rated for these three items were 3.57, 3.56and 3.57 respectively.

Therefore, the majority of respondents (51.8%), (51.8%) and (57.1%) of the respondents

agreed that women‟s have the ability to mobilize and motivate people and have confidence

in decision –making.

With regard to items 13 and 14 on table 6.2B, teachers (M=3.31), SD=1.32), (M=3.59,

SD= 1.094 and educational leaders (M= 2.41, SD=1.32), (M=4.21, SD=1.012) rated these

items moderately agreed and highly agreed for items 13 and 14 respectively. This means,

67

both respondent groups were moderately agreed on women‟s ability to understand local

schools community, economic and political and policy context. Whereas, highly agreed on

women ability to treat all staffs as well as students accordingly. This indicates that the two

groups were 3.17 and 3.67 indicating that a rating of moderately agreed on women ability

to understand school community and highly agreed on women to treat all staffs as well as

students. To this point (40.2%)of the respondents agreed on women‟s ability to understand

school community and (30.1%)could not give their decision and (29.6%) of the

respondents disagreed with the ability of women‟s to understand school community where

as regarding women‟s ability to treat all staffs as well as students (58.7%) agreed on

women‟s ability to treat all staffs and (15.3%) disagreed on the ability of women‟s to treat

the staff , Therefore, one may conclude from the analysis women have the ability to treat

all staff and students accordingly.

68

Table6.3C Respondents Views on Women’s leadership Ability, Skill and Competence

Indicators of women’s ability, skill and

competence

Respondents Category

Total

Teachers

(N=75)

Education leaders (29) (104)

N % N % N %

Women ability to provide

professional counseling to concerned

staff and students whenever

necessary

Ver 2 3.1 1 3.4 3 3.2

Poo 9 12 3 10.3 12 12.1

Mod 19 25 5 17.2 24 24.3

Goo 29 38 8 27.6 37 37

Ver 15 20 12 41.4 27 23.3

Total 75 100 29 100 104 100

Mean 3.6 3.93 3.65

SD 1.041 1.162 1.064

Women’s ability to encourage and

support other women (acting as role

models,mentors)

Ver 5 6.9 1 3.4 6 6.9

Poo 10 13 3 10.3 13 13.2

Mod 20 26 4 13.8 24 24.9

Goo 23 30 12 41.4 35 31.7

Ver 17 22 9 31.0 26 23.8

Total 75 100 29 100 104 100

Mean 3.47 3.86 3.53

SD 1.181 1.092 1.173

Women’s ability to listen and

contribute to the work of the team

Ver 2 3.1 1 3.4 3 3.2

Poo 10 13 5 17.2 15 14.3

Mod 20 26 5 17.2 25 25.4

Goo 25 33 7 24.1 32 31.7

Ver 17 23 11 37.9 28 25.4

Total 75 100 29 100 104 100

Mean 3.59 3.75 3.62

SD 1.083 1.243 1.107

Women’s ability to solve conflict in

advance

Ver 4 5.6 5 17.2 9 7.4

Poo 10 13 6 20.7 16 14.8

Mod 27 36 11 37.9 38 36.5

Goo 21 28 4 13.8 25 25.9

Ver 12 16 3 10.3 15 15.3

Total 75 100 29 100 104 100

Mean 3.35 2.79 3.26

SD 1.083 1.206 1.118

Women’s ability to minimize conflict

that occur within the work

environment

Ver 4 5.0 2 6,9 6 5.3

Poo 10 13 4 13.8 14 13.8

Mod 29 39 5 17.2 34 36

Goo 19 25 8 24.1 27 25.4

Ver 12 16 12 37.9 24 29.5

Total 75 100 29 100 104 100

Mean 3,34 3.72 3.40

SD 1.064 1.306 1.109

Women’s ability to solve conflicts

that occur within the work

environment

Ver 5 6.9 - - 5 5.8

Poo 8 11 4 13.8 12 11.6

Mod 23 30 6 20.7 29 28.6

Goo 18 24 8 27.6 26 24.9

Ver 20 27 11 37.9 31 29.1

Total 75 10 29 100 104 100

Mean 3.54 3.89 3.59

SD 1.201 1.080 1.188

Average means scores 3.57 3.71 3.64

69

Table 6.3C items 15, 16 and 17 there is no statistically significant difference in perception

between teachers and educational leaders. Because the mean scores of teachers and

educational leaders were (M=3.6, SD=1.04), (M=3.47, SD= 1.18), (M=3.59, SD=1.08) and

(M=3.93, SD=1.16), (M=3.86,SD= 1.09),(M=3.75,SD=1.24) respectively. The average

mean values of the two groups were 3.65, 3.53 and 3.62 respectively. Thus, it indicated that

both respondent groups agree that women have the ability to provide professional

counseling concerning staff and students, have the ability to support and encourage other

women and ability to listen and contribute to the work of others. .In respect to this, majority

of respondents for items 15, 16and 17 62(60.3%), 58(55.6%) and 59 (57.1%) agreed that

women have the ability to provide professional counseling for concerned bodies.

Items 18 and 19 of table 6.3c, the mean scores of teachers and educational leaders were

(M=3.35, SD=1.08), (M=3.34, SD=1.06) and (M=2.79, SD=1.206), (M+3.72, SD=1.306)

respectively. This indicates that the two groups of respondent‟s statistically significant

difference in their average towards the items. On the other hand, this indicates that the two

groups of respondent‟s statistically significant difference in their average agreement

towards the item. The average mean values of the two groups of respondents were 3.26

and 3.40 indicating a rating of „moderately‟ agreed on women‟s ability to solve conflict in

advance and to minimize conflict that occur within the work environment . Hence, from

the analysis the majority43 (41.3%) and 56(54%) agreed that women have the ability to

solve conflict that occur within the work environment respectively. Whereas, 23 (22.2%)

and 20(19%) of respondents disagreed on the ability of women to solve conflict that occur

within the work environment.

Regarding item 20 of table 6.3c,was about women‟s ability to solve conflict that occurs

within the work environment. The average mean scores for both groups of respondents

was 3.59.Both respondent groups „highly agreed‟ on women‟s ability to solve conflict that

occurs within the work environment. With individual mean scores of (M+3.54, SD=1.201)

and (M=3.89, SD=10.80) for teachers and educational leaders respectively. In this regard

the majority56 (54%) of respondents agreed that women have the ability to solve conflict

that occurs within the work environment.

70

And the rest30 (28.6%) couldn‟t make their decision on the item. Therefore, one may

conclude that women have the ability to solve conflict that occurs within the work

environment.

In general, the average mean for all indicators of women‟s abilities, skills and

competencies were (3.64)which indicates women have the ability, skill and competence

with individual average score of 3.57 for teachers and 3.71for educational leaders

So, one may concludes from this findings, Women had the ability to implement rules and

regulations, use resources wisely, plan and coordinate activities effectively, develop and

communicate vision, read the organization informal system, delegate duties, instruct staff,

encourage and support other women to solve school problems.

Therefore, women‟s ability, skill and competence less contribute to the

underrepresentation of women in educational leadership position.

4.2.4 Socio-Cultural Factors

The predominant assumption in the society and school communities about women and

their skill have been evidenced as determinant factor to women‟s participation in

educational leadership roles. In this section, an attempt is made to investigate whether

societal factors such as assumptions and prejudice exists affect women‟s level of

participation in educational leadership roles. Thus, the following table presents the major

societal factors believed to have affected women‟s participation in educational leadership

and the findings were discussed under table 7 below.

71

Table7.1 Respondents Views on Problems Related to Socio –cultural factors

Socio culture factors Respondents Category

Total

(104)

Teachers

(N=75)

Education leaders

(29)

N % N % N %

Girls and boys are socialized

differently to assume different

roles

SD 333333333333333333333333 4.4 1 3.4 4 4.2

DA 10 13.8 3 10.3 13 13.2

U 20 26.3 5 17.2 25 24.9

A 22 29.4 7 24.1 29 28.6

SA 20 26.3 13 44.8 33 29.1

Total 75 100 29 100 104 100

Mean 3.59 3.96 3.65

SD 1.145 1.179 1.155

People think women do not have

the ability and skill to be a

leader

SD 1 3.8 - - 1 2.6

DA

3

4.4 3 10.3 6 5.8

U 29 38.1 4 13.8 33 34.4

A 23 30.0 8 27.6 31 29.6

SA 18 23.8 14 48.3 32 27.5

Total 75 100 29 100 104 100

Mean 3.65 4.13 3.73

SD 1.009 1.025 1.024

The patriarchal (cultural)

ideology that dominated the

culture affects women’s

participation in educational

leadership

SD 2 1.9 - - 2 1.6

DA 7 8.8 2 6.9 9 8.5

U 18 23.8 5 17.2 23 22.8

A 27 36.9 7 24.1 34 34.9

SA 21 28.8 15 51.7 36 32.2

Total 75 100 29 100 104 100

Mean 3.81 4.2 3.88

SD 1.008 0.977 1.011

Most people still the decision

making power rests with men.

SD 1 1.9 - - 1 1.6

DA 9 11.3 1 3.4 10 10

U 19 25.6 6 20.7 25 24.9

A 24 31.9 8 27.6 32 31.2

SA 22 29.4 14 48.3 36 32.3

Total 75 100 29 100 104 100

Mean 3.75 4.20 3.82

SD 1.056 0.901 1.044

Male feel more component

capable and efficient in

leadership than women

SD 3 4.4 - - 3 3.7

DA 9 11.3 2 6.9 10.6

U 21 27.5 5 17.2 25.9

A 26 33.8 8 27.6 33.3

SA 17 23.1 14 48.3 26.6

Total 75 100 29 100 100

Mean 3.6 4.17 3.68

SD 1.094 0.966 1.092

Aver. Mean score 3.73 4.13 3.93

72

As can be seen from table7.1, item 1 had the fifth average mean score of (3.65). Both

respondent groups (teachers and educational leaders) viewed that early socialization

between boys and girls they socialized differently to assume as they had different roles

and expectations in the society was seen as a major social factor preventing women‟s

from the entry in to leadership roles. The individual mean score of both groups were 3.59

and 3.96 respectively rating the issue as a „major cause‟. This shows there is no

statistically significant difference in perception between the two groups of respondents

towards the item. In this regard 60 (57.7%) of respondents agreed that gender

socialization affects women‟s participation in educational leadership. Whereas,

18(17.5%) of respondents disagreed that gender socialization limit the entry of women to

educational leadership positions and 26(24.9%) of respondents couldn‟t give their

decision. So, one can conclude from this gender socialization was a major problem that

hinder women‟s participation in educational leadership.

Therefore, this finding is supported by Genet (1998), girls and boys socialized differently

to assume as they have different roles and expectations. Item 2 of table 7.1, it holds the

3rd

rank with average mean of3.73. This was another misconception of the society that

considers women as they have lack of ability and skill to be a leader. The individual mean

scores of both groups were (3.56) and (4.13) for teachers and educational leaders

respectively. This indicated that the item is rated as a „major cause‟ that hinders women

from educational leadership position. This shows there is statistically significant

difference between teachers and educational leaders‟views regarding women as they had

lack of ability and skill to be a leader. In this regard, 59(57.1%) of respondents agreed

that people think women do not have the ability and skill to be a leader. Whereas,9

(8.5%) disagreed that people perception on women lack of skill to lead.

The information from interview confirms the finding. For example, one of the female

principal said that “most of the community said that „to lead community by women and

children means putting things in to the cave‟ that results women do not have the ability to

lead.”

Regarding item 3 of table 7.1, respondents were asked to rate their views on the influence

of patriarchal ideology adversely (badly) affect women from entering the educational

73

leadership position. This factor ranked 1st with mean average score of 3.88 rating it as a

„major cause. The individual mean score of both groups of respondents were 3.81 and

4.20 respectively.

Concerning patriarchal ideology the majority 68(65%) of respondents agreed that the

cultural ideology affect the participation of women in educational leadership and11

(10%) of respondents disagreed that patriarchal ideology hinder the entry of women to

this position.

One may conclude from this finding patriarchal ideology hinder women from entry of

educational leadership. Because, men were assumed to be the rightful leader and the male

domination and supremacy system affect women‟s self-confidence.

The data gathered from interviews confirmed that the domination of men over women

was yet preventing women entry of leadership position.

In this respect Meron (2003) argued that cultural perception that says a woman less

embodied than men in our culture that affects their exposure to public sector.

As depicted in item 4 table 7.1, the item with the 2nd

highest grand mean score (3.82)

rating the factor as „major cause‟. The factor that people think the decision –making

power rests with men greatly affects women from entering leadership position as men.

Both respondent groups respond as a major cause which was reflected in their individual

mean score of (3.75) and (4.20) respectively. This shows there is significance difference

in perception between teachers and educational leader‟s views regarding people think the

decision –making power rests with men. In this regard, 66(63.5%) of respondents agreed

that most people still think the decision –making power rests with men and 9 (8.8%)of

the respondents disagreed that people think decision-making power rests with men, and

the rest 26(24.9%) could not give their decision. Therefore, this factor also hinders the

participation of women to educational leadership.

As indicated on item 5 of table 7.1, the concept that men feel they are more competent in

leadership than women, had the 4th

highest grand mean score of (3.68) Both respondent

groups with their individual mean score of (3.60) and (4.17) rated this factor as „major

74

factor‟ that women face difficulty when entering the dominated field of men. This shows

there is significance difference between teachers and educational leader‟s views

regarding to the item. In this regard, 62(59.8%) of respondents agreed that men feel

competent than female in leadership hinders women‟s participation in educational

leadership and 15(14.3%) of respondents disagreed that men feel more competent than

women to this position.

The finding is supported by Rosen (1989), men perceived as efficient, competent and

successful, while women are perceived as inadequate, incompetent and inefficient in

leadership activities by society.

Generally, all the items have average mean value (3.65) that rated socio-cultural factor is

a major cause that hinder the participation of women. Therefore, one may conclude from

the finding socio-cultural factor is one of the major cause which prevent women entry to

this position with grand mean value (3.93) due to gender socialization, patriarchal

ideology and society think that women are incompetent, inefficient and decision-making

still rests with men.The findings of Onyango et.al (2011and Sakesaft et.al 2007) support

this idea (findings).

4.2.5 Attitude of Women towards themselves

Women‟s own self concept is believed to prevent them from getting appointed to

leadership positions in educational system. In addition, women themselves exhibit forms

of behavior that further strengthens their disadvantage. Some major things were included

in this study and the summary of the data presented under table 8.1 below.

75

Table 8.1 Respondents on Attitude of Woman towards Themselves

Attitude of women towards themselves Respondents Category

Total

Teachers

(N=75)

Education leaders

(29)

(104)

N % N % N %

Women skill acknowledge the

world as “masculine”

SD 1 1.9 - - 1 1.6

DA 6 7.5 3 10.3 9 7.9

U 22 28.8 5 17.2 27 27

A 36 47.5 10 34.5 46 45.5

SA 11 14.4 11 37.9 22 18

Total 75 100 29 100 104 100

Mean 3.65 4.00 3.70

SD 0.885 1,000 0.909

Women exhibit poor risk taking

of themselves

SD 4 5.6 1 3.4 5 5.3

DA 9 12.5 2 6.9 11 11.6

U 21 27.5 5 17.2 26 25.9

A 23 30.6 15 51.7 38 33.9

SA 18 23.8 6 20.7 24 23.3

Total 75 100 29 100 104 100

Mean 3.54 3.79 3.58

SD 1.148 3.79 1.125

Women understanding their

abilities and perceive themselves

as less skill full

SD 5 6.9 1 3.4 6 6.3

DA 7 8.8 2 10.3 9

U 15 20.0 5 27.6 20 21.1

A 26 35.0 5 17.2 31 31.7

SA 22 29.4 16 20.4 38 31.7

Total 75 100 29 100 104 100

Mean 3.71 3.82 3.73

SD 1.178 1.197 1.178

Women consider themselves to

have low level of acceptance

than men

SD 7 8.8 1 3.4 8 7.9

DA 7 8.8 3 10.3 10 8.5

U 20 26.3 6 20.7 26 25.9

A 18 23.8 11 37.9 29 25.9

SA 25 32.5 8 27.6 33 31.7

Total 75 100 29 100 104 100

Mean 3.62 3.75 3.64

SD 1.262 1.090 1.236

Average mean scores 3.63 3.84 3.74

76

Item 1 on table 8.1 ranked second with average mean score of 3.70 rating it as „high

cause‟ for limiting women‟s participation in educational leadership positions. The

individual mean score of both groups were 3.65 and 4 respectively. In other words,

teachers and educational leaders agreed that women‟s acknowledged that the world as

„masculine‟ reduce the entry to leadership position. This shows there is no significance

difference between teachers and educational leaders perception regarding women

acknowledge themselves the world as masculine. In this regard 66 05%) of respondents

agreed that women acknowledge the world as masculine affect their participation in

educational leadership. Whereas10 (9.5%) of the respondents disagreed that women

acknowledge the world as masculine affect their participation in educational leadership.

The findings of Ouston (1993) support the finding of this study.

As it indicated on item two on table eight, the mean score of teachers and educational

leaders on women exhibit poor risk taking on them were 3.54 and 3.79 respectively,

reflected the item as „major cause‟. From both group respondents however, educational

leaders were found to have stronger agreement that fear of taking risk was determinant

factor to get in to leadership positions. The average mean score was 3.58, where

respondents rated the inability of women risk taking skills as a „major cause‟ for their

underrepresentation in leadership positions. This implies no significant difference. In this

respect 60 (57.1%) of the respondents agreed that women fear of risk taking affect their

participation in educational leadership. Whereas,18(16.9%) of respondents disagreed that

women fear of risk taking inhibit the entry of women in leadership position. Therefore

one may conclude from the analysis is women fear of risk taking affect their participation

in educational leadership. Ndonko, cited in Sarah 2007 confirm this idea that women do

indeed tend to exhibit poor risk taking skills.

Regarding item 3 of table 8.1, the mean scores of both groups were 3.71 and

3.82respectively. The respondents rated the item in the same table ranked first with

average mean score 3.73. The two respondent groups rated regarding to women‟s under

estimation of abilities and perceiving themselves as less skillful and passive. A „major

cause‟ that inhibits women„s participation in educational leadership. To this point 67

(63.5%) of the respondents agreed that women under estimate themselves affects their

77

participation in educational leadership and 11 (10%) of respondents disagreed on the

items that women under estimate themselves affect their participation to educational

leadership. This finding point out that women‟s low self-concept and lack of confidence

has always put them in the position to under estimate their ability; which could be due to

early socialization. This indicates that both teachers and educational leaders do not have

statistically significant differs in their average agreement towards the item.

As it was indicated in table 8.1 item 4, women considering themselves to have low level

of acceptance than men were rated also as a „major cause‟ with a weighted mean score of

3.64. Both respondent groups have no individual mean score of 3.62 and 3.75

respectively. With this regard, majority 61 (57.7%) of the respondents agreed that women

considering themselves to have low level of acceptance than men. This implies no

significant difference in perception between teachers and educational leaders on this item.

Thus, this indicates that consideration of women themselves to have low level of

acceptance than men was one of the major factors hindering women‟s participation in

educational leadership which may be the result of the societal culture and attitudes.

Therefore, one may conclude from this finding that women under estimate their abilities

due to the impact of culture. It reduces their ability to actively and effectively participate

in decision-making. This finding is supported by the findings of Strachan et.al(2010)

conclude that gender and culture are interwoven and reduce women‟s participation in

leadership and decision-making.

Both teachers and educational leaders view on attitude of women towards themselves was

no statistically significant difference in opinion between the two groups of respondents

on all items in the table. Therefore, one may conclude from the finding that women self-

concept have been among the challenge faced to participate on leadership position in

educational institutions (schools).

4.2.6 Women Home Responsibility

Women perform dual roles of production. In the family and the society, women perform a

variety of activities daily. Most often, their activities remain invisible but it contributes a

major part of the country economy. In this section, respondents required to rate their level

78

of agreement on items related to family and home responsibility that are be lived to be a

factor to women‟s underrepresentation by using the five point Likert scale.

Table9.1 Respondents on Family and Home Responsibility

Family and home responsibility Respondents Category

Total (N=104)

Teachers

Educational Lieders

N % N % N %

Women’s responsibility of family and

home affect their participation in

educational leadership

SD 2 3.8 1 3.4 3 3.7

DA 4 5.0 4 13.8 8 6.3

U 21 27.5 7 24.1 28 27

A 23 30.0 7 24.1 30 34.4

SA 25 33.8 10 34.5 35 33.8

Total 75 100 29 100 104 100

Mean 3.85 3.72 3.83

SD 1.065 1.192 1.083

Women’s role of child bearing and

taking care of family affect their

involvement in educational leadership

SD 3 4.4 - - 3 3.7

DA 8 9.4 3 10.3 11 10

U 15 18.8 5 17.2 20 18

A 25 33.8 8 27.6 33 32.8

SA 25 33.8 13 44.8 38 35.4

Total 100 29 100 104 100

Mean 3.83 4.06 3.86

SD 1.128 1.032 1.114

Women understanding their abilities

and perceive themselves as less skill full

SD 3 3.8 1 3.4 4 3.2

DA 7 8.8 2 6.9 9 8.5

U 15 20.0 3 10.3 18 18.5

A 17 22.5 10 34.5 27 24.3

SA 34 45.0 13 44.8 47 45

Total 75 100 29 100 104 100

Mean 3.96 4.10 3.98

SD 1.159 1.080 1.146

Women consider themselves to have low

level of acceptance than men

SD 4 5.6 1 3.4 5.3

DA 7 9.4 3 13.8 10 10

U 14 18.1 6 24.1 20 19

A 18 24.4 11 13.8 29 27

SA 28 37.5 8 44.8 36 38.6

Total 75 100 29 100 104 100

Mean 3.83 3.82 3.83

SD 1.191 1.255 1.198

Average mean scores 3.86 3.93 3.90

As could be seen on table 9.1, item 1, respondents asked to rate women‟s family

responsibility as a factor founder representation women in educational leadership. As

reflected on the table it had the third highest grand mean score of 3.83 indicating the

issue to be a „major cause‟ that could possibly prevent women‟s entry in to leadership

79

positions. He individual mean scores of the two groups of respondents were 3.85 and

3.72 for the teachers and educational leaders respectively. Therefore, both groups of

respondents rated it as a „major cause‟ for under representation of women. Therefore, this

implies that there is no statistically significant difference in perception between the two

groups of respondents on this item. In respect to this majority of (68.2%) of the

respondents agreed that family and home responsibility affect the participation of women

to educational leadership. Whereas, 11(10%) of the respondents disagreed that family and

home responsibility affect their participation to leadership position. Therefore, one may

conclude that women home and family responsibility affect their participation on

educational leadership position. This finding was supported by Shakeshaft et al, (2007),

that “family and home responsibilities are more likely to affect the career patterns of

women than of men.”

As depicted on table 9.1, item 2, respondents have asked to rate women role of child

bearing and taking care of family as factor for under representation. As reflected on this

table it had the second highest grand mean score of 3.86 indicating the issue as „major

cause‟ that could possibly prevent women‟s entry in to leadership positions. The

individual mean values for the two groups were 3.83 and 4.06 for teachers and

educational leaders respectively with a mean difference 0.23 rating the factor as a „major

cause‟ as well. Therefore, both groups of respondents rated it as a „major cause‟. In this

regard, 70(67.1%) of the respondents agreed that women‟s child bearing and taking care

of family affect the participation of women and 14(13.8%) of respondents disagreed that

women‟s child bearing affect their participation in educational leadership. Therefore, the

comparison of the two means indicates that no statistical significant difference in

perception between the two groups of respondents towards the item. So, one conclude

from the finding that women‟s role of child bearing and taking care of family was a major

cause that hinder their involvement in educational leadership.

Item 3 on table 9.1, respondents were asked to rate their perception where women are

more responsible to home and family related issues than men. This issue ranked 1st with a

grand mean of 3.98. The individual mean score of the two groups was 3.96 and 4.10 for

teachers and educational leaders respectively. Therefore, all rated the issue as a „major

cause‟ for the underrepresentation of women. The comparison of the two mean was tested

80

carefully. Therefore, the test revealed that there was no statistical significant difference

observed on the issue between the two groups of respondents. In respect to this72

(69.3%) of the respondents agreed that women were more responsible to family related

issues than men. Whereas, 12 (11.6%) of the respondents disagreed family and home

related issue was responsible to women than men. Based on this finding one concludes

that both groups of respondents agreed that women were more responsible to home and

family related issues and this is the major factor hindering women to the entry of

educational leadership position.

In relation to item 4 on table 9.1, absence of support and encouragement from family and

partner as a factor for women‟s participation had a grand mean score of 3.83. The

individual mean values are 3.83 and 3.82for each groups of respondents respectively

rating the item as a „major cause‟ for the underrepresentation of women in educational

position. This implies that absence of support from family and partner is a major cause

for women‟s scarcity in educational leadership positions. Thus, this implies that there is

no statistically difference in perception between the two respondent of the item. With

respect to this, 68 (65.6%) of the respondents agreed that lack of support from family and

partner affect the participation of women and 16(15.3%) of respondents disagreed that

lack of family support affect the participation of women. With regard to this, interviews

were asked to give their opinion. They explained that, support from their husband is

determinant. Except few, most husbands do not want their wife to be a leader. They

accuse (blame) their views as if not paying attention to their family.

As a general, the average mean for all items in the above table was 3.90rating family and

home responsibility as a major cause for women‟s underrepresentation in leadership

roles. This implies that women expected to give time for their family. Thus, one may

conclude from the above finding family responsibility affects women involvement in

position due to lack of support from partner, responsibility from family related issues,

child bearing and taking care of family. This finding supported by Marshal (1985) home

and family responsibility on women is also another factor for lack of aspiration (want) to

educational leadership.

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Institutional Factors affecting Women’s Participation.

Part of the analysis was attempted to investigate the major possible institutional factors

that are believed to act as barriers to women‟s participation in educational leadership in

Abuna Gindeberet Woreda primary schools. The major factors were listed below and

rated by the respondents. The findings are depicted below in table 10.1.

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Table10.1 Respondent’s Perception on institutional factors affecting women’s

participating in Educational Leadership

Institutional factor Respondents Category

Total (N=104)

Teachers

(N=75)

Education

(N=29)

N % N % N %

Educational institution have less transparent selection

hiring and promoting policies and practices

SD 4 5.6 3 10.3 7 6.3

DA 10 13.8 6 20.7 16 14.8

U 20 26.9 6 20.7 26 25.9

A 18 24.4 8 27.6 26 24.8

SA 22 29.4 6 20.7 28 28

Total 75 100 29 1005 104 100

Mean 3.58 3.27 3.53

SD 1.205 1.306 1.222

Educational institution have no official effort to make

females active participants in leadership

SD 8 10.0 3 10.3 11 9.5

DA 15 19.4 2 6.9 17 17.5

U 23 30.6 12 41.4 35 32.3

A 17 22.5 6 207 23 22.8

SA 13 16.9 6 20.7 19 18

Total 75 100 29 100 104 100

Mean 3.18 3.34 3.2

SD 1.222 1.203 1.218

Educational institutions have sex

Segregation at the time of selecting

and hiring time.

SD 10 13.1 2 6.9 12 12.2

DA 19 25.0 15 51.7 34 29.1

U 23 30.0 6 20.7 29 28.6

A 16 21.3 3 10.3 19 19.6

SA 8 10.6 10.6 3 10.3 11 10.6

Total 75 100 29 100 104 100

Mean 2.91 2.65 2.87

SD 1.188 1.110 1.178

Lack of establishing women’s professional network in

leadership

SD 6 7.5 1 3.4 7 6.9

DA 10 13.1 2 6.9 12 12.2

U 17 23.1 10 34.5 27 24.9

A 23 30.0 6 20.7 29 28.6

SA 20 26.3 10 34.5 30 27.5

Total 75 100 29 100 104 100

Mean 3.54 3.75 3.57

SD 1.222 1.122 1.207

Lack of women’s role models in educational institution

affect their participation

SD 4 5.6 - - 4 4.8

DA 9 12.5 3 10.3 12 12.2

U 23 30.6 8 27.6 31 29.6

A 23 30.6 8 27.6 31 30.1

SA 16 20.6 10 34.5 26 23.3

Total 75 100 29 100 100

Mean 3.48 3.86 3.53

SD 1.121 1.025 1.113

Lack of visibility by institution affect their participation SD 4 5.6 1 3.4 5 5.3

DA 8 10 4 13.8 12 11.9

U 21 28 6 20.7 27 24.8

A 27 36 7 24.1 34 30.5

SA 14 18 11 37.9 25 28.4

Total 75 100 29 100 104 100

Mean 3.53 3.79 3.57

SD 1.081 1.206 1.101

Lack of mentors and support system SD 5 7.5 - - 5 3.8

DA 8 13.1 3 6.9 17 10.6

U 9 15.0 7 17.2 16 15.3

A 25 31.3 11 24.1 36 30.2

SA 22 33.1 16 51.7 38 35.9

Total 75 100 29 100 104 100

Mean 3.69 4.20 3.77

SD 1.263 0.997 1.238

Less committed to apply affirmative action

in practice

SD 5 6.9 1 3.4 6

DA 8 10.0 3 10.3 11

U 20 26.3 5 17.2 25

A 22 28.8 11 37.9 33

SA 21 28.1 9 31.0 30

Total 75 100 29 100 104 100

Mean 3.61 3.86 3.64

SD 1.192 1.104 1.178

Average mean scores 3.47 3.59 3.53

83

Concerning item 1 of table 10.1, respondents were rated their view regarding lack of

transparent selection, hiring and promoting policies and practices as a „major cause‟

preventing women from seeking leadership position in education. Both respondents had

an individual mean score of 3.58 and 3.27 respectively for teachers and educational

leaders and grand mean score of 3.53. This reflects that teachers rated it as a „major

cause‟ while educational leaders rated the issue as „moderate cause‟. This means that

teacher respondent highly agreed that educational institutions have less transparent

selection; hiring and promoting policies affect women‟s participation. Thus, it implies

that there is no statistically significant difference in perception between the two groups.

In this respect, 55 (52.9%) of the respondent agreed that institution have less transparent

selection, hiring and promoting policies and practices affect the involvement of women

and 22 (21.1%) of the respondent disagreed that institutions have

Less transparent selection, hiring and promoting policies and practices affect the

participation of women in educational leadership. Therefore, this indicated that education

institutions have less transparent selection hiring and promoting policies as well as

practices affect the participation of women. On the contrary WEO head interviewed

responded that the institutions have transparent selection, hiring and promoting policy

and practices. We perform according to the directives of MoE (2009).

As indicated in table 10.1 item 2, the mean score of teachers is 3.18 and educational

leaders 3.34, revealed that lack of effort to make females active participants in

educational leadership position was moderate with a grand mean of 3.20. This indicated

that, even though both groups of respondents have rating the issue as a moderate level of

agreement to the item. In other words, both groups agreed that lack of official effort to

make females to be active participants, were as moderately affect the participation of

women to educational leadership. The majority of respondents (40.7%) agreed that lack

of official effort to make female active participant affect the participation of women,

whereas, (27%) of the respondents disagreed lack of official effort to make females active

participant affect women participation in educational leadership. This indicates that the

two groups of respondents do as not have statistically significant differs regarding views

of teachers and educational leaders on the item.

84

With regard to item 3 of table 10.1, respondents rated segregation at a time of selection,

hiring as a „moderate cause‟ possibly preventing women from entering the male

dominated leadership position. Its average mean was 2.87 with individual mean values of

2.91 and 2.65 for teachers and educational leaders respectively. With this regard, (30.2%)

of the respondents agreed that sex segregation affect the participation of women. This

implies there is no existence of statistically significant difference between the two

groups. Teachers and educational leaders moderately agreed on the existence of sex

segregation at a time of selection and hiring is apparent in education institutions.

Table 10.1 item 4, respondents asked to rate the view regarding organizational support

for women‟s to form their own network

As reflected on the table it had rated grand mean score of 3.57indicating the issue to be a

„major cause‟ that could be a possibly in limiting women‟s entry in to leadership

positions. The individual scores of the two groups of respondents were 3.54 and 3.75

respectively with a mean difference 0.21.Terefore; both groups of respondents rated it as

a „major cause‟. In respect to this, (56.1%) of the respondent lack of establishing

women‟s professional network affect the participation of women to educational

leadership position, whereas, (19%) of the respondents disagreed that the lack of

establishing women‟s professional network affect the participation of women in

educational leadership position. Thus, there is no statistically significant difference in

perception between the two groups. This indicates that women‟s lack of support and

encouragement to form their own network is a major cause for women‟s

underrepresentation in educational leadership. Therefore one may conclude that lack of

professional network is a barrier to women participation in educational leadership.

The finding is supported by shekshaft (1985), lack of established network as a barrier for

women in participation of leadership position.

Table 10 item 5, respondents were requested on lack of women role model in education

institutions affect their participation. Teachers rated the item as „moderate cause‟,

whereas, educational leaders rated the item as „high cause‟ with in educational mean

score values of 3.48 and 3.86 respectively. Its average mean was 3.53 indicates a „major

85

cause‟ in respect with this (53.4%) of the respondents agreed that lack of role model in

education institutions affect the participation of women in educational leadership. And

(16.9%) of the respondents disagreed that lack of role model in educational institutions

affect the participation of women in educational leadership. Therefore, this indicates that

lack of women role model is highly preventing women‟s underrepresentation in

educational leadership. This implies there was no statistically significant difference

between the two groups of respondents. Therefore, one may conclude that lack of role

model is one of the barriers to women entry in to and advancement in educational

leadership.

The finding is supported by Shekshaft (1989) lack of opportunity to see the women in

educational institutions of administrative position to hear how these women describe their

lives and to compare themselves with women just one step further up the hierarchy have

seen sighted as reason women have to move in to administrative position in large

number.

As pointed in table 10 items 6, 7 and 8 had an average mean greater than 3.50 rating the

items as „major cause‟. Both groups have individual mean scores above 3.50 rated the

issue as „high level cause‟. There were no statistically significant difference observed on

the items between the two groups of respondents in items 6 and 8 whereas, there is

statistically significant difference observed on item 7. There is existence of significant

difference between groups of respondents. In this regard (56.6%), (66.1%) and (58.7%)

the majority of respondents regarding items 6, 7 and 8 respectively. Agreed that lack of

visibility, lack of mentors and less committed

Affirmative action in practice affects the participation of women to educational

leadership position. On the other hand(15.8%), (18.5%) and (11.64% ) of the respondents

disagreed that lack of visibility, mentor and less committed affirmative action in practice

affect the participation of women to educational leadership position.

Generally, grand mean for all items in table 10 was 3.53 which indicate that institutional

factors were the major cause for women‟s low participation in educational leadership.

Thus, one may conclude from this finding, lack of women role models, lack of visibility,

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lack of mentors and support system and lack of commitment to apply affirmative actions

were the major cause for women‟s underrepresentation in educational leadership in

Abuna Gindeberet Woreda primary schools.

This finding is supported by the findings of Gupton and Slick, 1996; Ouston, 1993;

Shakshftet. al 2007; Speradino and Kagoda, (2010) written in the literature.

4.2.8 Lack of Opportunity to Educational Training

Education policy is one of the remedies that can facilitate the participation of women in

many activities. In this section an attempt was made to assess the views of respondents on

the effect of the past unequal opportunity to educational training on women‟s

participation in educational leadership.

Four items were considered in the study and respondents were asked to rate their level of

agreement by a five point scales for the sake of the analysis.

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Table11.1 Respondent’s Views on Lack of equal opportunity to educational and

training (in the past)

Lack of equal opportunity to education and

training

Respondents Category

Total (N=104)

Teachers

(N=75)

Education

(N=29)

N % N % N %

Women had less training

educational opportunity and

professional development than

men in the past

SD 4 10.0 - - 4 8.5

DA 18 11.9 2 3.4 20 10.6

U 10 13.8 9 24.1 19 15.3

A 18 21.9 6 17.2 24 21.2

SA 22 42.5 12 55.2 34 44.4

Total 75 100 29 100 104 100

Mean 3.75 4.24 3.82

SD 1.373 0.950 1.327

Most women have low level of

educational qualification than men

due to equal opportunity in the

past

SD 2 3.1 - - 2 2.6

DA 5 6.6 2 6.9 7 6.9

U 21 26.3 4 13.8 25 24.3

A 24 31.3 6 20.7 30 29.6

SA 25 32.5 17 58.6 42 36.5

Total 75 100 29 100 104 100

Mean 3.83 4.31 3.90

SD 1.059 0.967 1.057

The current education and

training policy that encourages

women’s participation in

educational leadership in not

implemented

SD 12 15.6 1 3.4 13 13.8

D 16 21.3 4 13.8 20 20.1

U 17 16 55.2 33 27.5

A 17 23.1 5 17.2 22 22.2

SA 13 17.5 3 10.3 16 16.4

Total 75 100 29 100 100

Mean 3.05 3.17 3.07

SD 1.332 0.928 1.277

Lack of careful monitoring and

evaluation of the policy

implementation that enhance

women’s participation.

SD 3 4.4 - - 3.76.3 3.7

D 4 5.6 3 10.3 7 6.3

U 25 32.5 8 27.6 33 31.7

A 28 36.9 10 34.5 38 36.5

SA 16 20.6 8 27.6 24 24.1

Total 75 100 29 100 104 100

Mean 3.63 3.79 3.66

SD 1.012 0.977 1.006

Average mean score 3.56 3.88 3.72

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As indicated in table 11.1 of item 1, respondents were requested to rate it women had less

training and educational opportunity in the past. Both respondent groups (teachers and

educational leaders) rated it as “highly agreed‟ with the average mean of 3.82 and

individual mean score of 3.75 and 4.24 respectively. The two groups of respondents have

similar level of agreements on the issue. This indicates that the two groups of respondents

do statistically significant differ in their average rating towards the item. In this respect68

(65.6%) of the respondents agreed that less training, education opportunity and

professional development in the past affect the participation of women in educational

leadership and20 (19%) of the respondent disagreed that lack of opportunity to education

and training in the past affect the participation of women in educational leadership.

Therefore, the findings indicate that less training and educational opportunity in the past

contributed to hinder women‟s participation in educational leadership. An equal access to

education and training was one of the major factors that hinder women‟s participation in

this position.

Item 2 of table 11.1, respondents were asked to indicate their agreement whether most

women have low level of qualification than men. For that reason, the grand mean value

of the item was 3.90 that ranked the issue as the first indicated as high level of agreement.

The individual mean score were also 3.83 and 4.31 for both respondent groups

respectively rating it as a „highly agree‟ that low level of educational qualification due to

unequal opportunity in the past affect their participation in educational leadership

position and10 (9.5%) of respondents disagreed that low level of educational

qualification due to unequal opportunity in the past affect their participation. Therefore,

this implies that there is statistically significant difference in perception between the two

respondent groups on the item. Thus, most women have low level of educational

background. That affects them to participate in educational leadership in primary schools

of Abuna Gindeberet Woreda. To be leadership (principal) in primary schools the

candidate should be first degree holder in primary schools.

Item 3 table 11.1, respondents were asked to indicate their level of agreement whether the

current education and training policy that encourages women‟s participation well

implemented or not. The majority40 (38.6%) of the respondents agreed that education

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and training policy that encourage women participation is not well implemented.

Whereas, 35 (33.8%) of the respondents disagreed that education and training policy that

encourage women‟s participation was not well implemented. The average mean score is

3.07that rated it as „moderately agree. ‟The individual mean score of the two groups were

3.05 and3.17 respectively reflecting the same ratings. This indicate that the two groups of

respondents have no statistically significant differs in their average rating towards the

item. Therefore, the finding indicated that the current education and training policy that

encourages women‟s participation in educational leadership is less implemented. Thus,

these lacks of proper implementation of policy affect women‟s participation in

educational leadership.

On table 11.1 item 4, it ranked third with a weighted mean of 3.66. The individual mean

values for the two groups of respondents were 3.63 and 3.79 for the two respondent

groups. The majority61 (58.2%) of respondents agreed that lack of careful mentoring

and evaluation of policy implementation enhance women‟s participation affect their

involvement in educational leadership, and11 (10%) of respondents disagreed that lack of

careful mentoring and evaluation of policy implementation enhance women‟s

participation affect their involvement in educational leadership.

Both groups of respondents highly agree on the issue. This indicates that the two groups

of respondents have no statistically significant differs in perception between teachers and

educational leaders towards the item. Thus, from the result obtained clearly understood

that lack of careful mentoring and evaluation of policy affect women‟s to participate in

leadership position in Abuna Gindeberet Woreda primary schools.

Finally, the grand mean for all items on table 11.1 was 3.72 that rated lack of equal

opportunity to education and training in the past as a major cause for women‟s

underrepresentation in educational leadership. Therefore, one may conclude that

inequalities of women in educational opportunity in the past can limits the number of

educated women that results in underrepresentation of women in equal leadership

position today. But the current educational policy has addressed the importance of

females‟ education. It clearly stated that, the government will give support to raise the

participation of women in education (MOE, 1994).

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CHAPTER FIVE

5. Summary, Conclusions and Recommendations

This chapter is concerned with the summary of the major findings and recommendations

that the novice (student) researcher proposed and assumed to increase women‟s

participation in educational leadership in Abuna Gindeberet Woreda primary schools.

5.1 Summary

The study was aimed to assess factors affecting women‟s participation in

educational leadership in Abuna Gindeberet Woreda primary schools with the

following purposes in mind:

To examine the extent to which women teachers aspire for participation in

educational leadership in education sector of Abuna Gideberet Woreda.

To examine the effect of the selection and placement criteria on women‟s

participation in educational leadership in the woreda.

To identify major factors that affect women‟s participation in educational

leadership in the woreda and

To assess the attitudes of teachers, school leaders, WEO head andexperts on

women‟s ability skill and competence.

In order to attain the objective of the study, the following basic research questions

were stated and answered.

To what extent do women teachers aspire for position in educational leadership in

Abuna Gideberet Woreda primary schools?

What is the organizational factor (attitudes of teachers and school leaders) affect

women‟s participation in educational leadership in Abuna Gindeberet Woreda

primary schools?

To what extent lack of role model and mentors prevent women‟s participation in

educational leadership in Abuna Gindeberet Woreda primary schools?

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What are the major factors that prevent women‟s participation in educational leadership

in Abuna Gindeberet primary schools?

A descriptive survey was employed to look in to what really affect the participation of

women in educational leadership and used to make a detailed description of existing

leadership phenomenon. The related literature was reviewed. The woreda has 52 (100%)

primary schools 6 (11.53%) government primary schools were included by using

systematic random sampling techniques purposively by including schools where women

serve as principals. Because to bring information about the general problems and

prospect of women in leadership.

Participant in the study were selected by using multi-stage sampling techniques. 75(50%)

teachers were selected through proportional (comparative) sampling techniques from the

sample schools.14 school leaders were selected by using comprehensive (all –inclusive)

sampling techniques. 15 (100%): 1 WEO head and14 WEO experts included by using

census sampling techniques. In general, 68 males and 36 females totally 104 respondents

participated in the study.

Three data collecting tools were used to carry out the study. This includes

questionnaire, interview and document analyses. The entire questionnaire distributed

was returned and used. Interviews were conducted with 1 WEO head, 2 school

supervisors and 2 female school principals. Lastly, data was carefully tailed, analysed

and interpreted. Relevant data analysis tools such as mean, standard deviation, average

mean and percentage were used for analysis.

5.1.1 Women’s Aspiration to Educational Leadership.

With regard to this, women highly devaluated (3.66), fear competition (37.2) lack of self-

confidence and (3.53) on the other hand moderately aspire (3.37) seek for position (3.38)

and apply (3.26) to become educational leader. The majority of the respondents agreed

that women‟s participation in educational leadership was affected by their aspiration due

to lack of self –confidence, fear of competition and societal attitude towards their ability.

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The finding indicates that women have low level aspiration to become educational

leader, due to evaluation by society. Fear of competition, lack of self-confidence. This

shows that there was no statistical significance difference between the two group which is

the teachers and educational leaders towards the item. In general, the average mean value

for all items in this table was 3.52 that rated aspiration to educational leadership as a

major factor for their underrepresentation on the position of educational leadership. Thus,

this reflects that women‟s participation in educational leadership is hindered by their

aspiration in Abuna Gindeberet Woreda primary schools.

5.1.2 The Effects of Selection Criteria on Women’s Participation in

Educational Leadership

Majority of the respondents agreed that professional qualification (3.74); work

experience (3.76); performance appraisal results (3.61); political affiliation (3.66) an

adequate and relevant professional (3.53); used as key selection criteria affect women‟s

participation. On the other hand, oral and written examination (3.44) and quality of

personal profile (3.20) have moderate effect on women‟s participation in educational

leadership. Statistical significance difference was observed in perception between

teachers and educational leaders regarding the effect of professional qualification and

political affiliation. The interview held with WEO head, school supervisors and women

principals confirmed that political affiliation does not affects women‟s participation. It

included due to the fact that a leader should know the current policy, strategies,

constitution and practices accordingly. However, female educational leaders assumed that

women low participation in political affairs hinder their visibility in educational

leadership. Document analysis from MoE (2009) regarding the selection criteria for the

educational leaders was noted to encourage women candidates. This indicated that only

candidates that pass the stated criteria were selected without gender consideration. WEO

heads also said that the criteria were fixed. Therefore, there is no means to encourage

women‟s participation in educational leadership positions. Thus, it is possible to say that

the criteria did not prepared in line with the educational policy were encourage the

participation of women in educational leadership (MoE, 1994).

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5.1.3 Women’s Leadership Ability

In relation to women‟s leadership ability, skills and competence the findings indicates

that most of the indicator had average mean value above 3.50 rating women‟s

competence as high except four items (8, 13, 18 and 19) that deal with women‟s ability to

consistency in decision-making to understand the local community as well as the ability

to solve and to minimize conflict within the work environment in advance that were rated

as moderate competence. Thus, it is possible to say women were competent in leadership

except in few skills, significant difference were observed concerning women‟s ability to

read the informal system of the organization. The average mean result rated from all item

were (3.64).These findings indicate that women are competent enough in leadership.

Therefore, women‟s ability, skills and competence less contribute to the

underrepresentation of women in educational leadership.

5.1.4 Socio-Cultural Factors

The study showed that, the patriarchal ideology (3.88) , view that men are always

decision makers (3.82) , men‟s perception of themselves as being more competent

capable and efficient (3.68), women‟s do not have ability and skill to lead 3.73 and

gender socializatio3.65 were regarded as major cause. However, the finding indicate that

there were statistically significant differences of opinions between the two groups on

people think women do not have the ability and skill to be leader. Most people still think

the decision making power rests on men and males fell competent, capable and efficient

in leadership than women. In general, socio- cultural factor was rated as major cause with

average mean score of 3.93 that played a great role in limiting women‟s participation on

leadership position.

5.1.5 Attitude of Women toward Themselves

In relation to the assessment of major problems encountered by the attitudes of women

themselves, still was acknowledged the world as “masculine” (3.70), women‟s poor risk

taking (3.58), women‟s under estimation of their ability and skills (3.73), and women‟s

consideration of themselves to have low level of acceptance than men (3.64), were

regarded as major cause that hinder their participation in leadership. Therefore, attitude of

women towards themselves was rated as major cause for underrepresentation of women

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in leadership roles with average mean score of (3.74). There is no statistically significant

difference observed on the items based on the response of teachers and educational

leaders. Thus, this factor also play predominant role on preventing women for the

position.

5.1.6 Home Responsibility

Concerning the major problem with respect to family and home responsibility, the two

respondents groups rated four related points. Women are more responsible to home and

family related issues (3.83), women‟s role of child bearing and taking care of family

(3.86), women are more responsible to home or family related issues (3.98, and lack of

support from family or friends (3.83) were regarded as major cause for women‟s

underrepresentation. In general, the average mean for all items was (3.90) rating family

and home responsibility as a major cause that greatly affect women‟s participation in

educational leadership. There is no statistical significantly differ on the responses of the

group. This factor also play a great role on the underrepresentation of women‟s on

educational leadership.

5.1.7 Institutional Factors Affecting Women’s participation in

Educational Leadership

The study identified six institutional factors that could possibly be the major causes that

hinder women‟s participation in educational leadership. Educational institutions less

transparent selection, hiring and promoting policies and practices (3.53), educational

institutions have no official effort to make women active participants in leadership (3.20),

sex segregation at a time of selecting and hiring (2.87) ,lack of establishing women‟s

professional network in leadership (3.57) ; lack of women role models in educational

institutions (3.53) , lack of visibility or offering less opportunity to females in

organization (3.57) ,lack of mentors and support system(3.77), and lack of commitment

to apply affirmative action in practice(3.64) , and on the other hand, institutional lack of

official effort to make female to make active participant in leadership (3.20) and having

sex –segregation at a time of selection and hiring (2.87) were regarded as a moderate

cause that hinder women‟s entry in to leadership. A significance difference was appeared

between the two groups in perception of lack of mentors and support system. However,

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with the average mean of (3.53) institutional factors are considered as major cause for

less participation of women in leadership.

5.1.8 Lack of Equal Opportunity to Education and Training

Regarding to lack of equal opportunity to education in the past respondents showed very

high conformity that women also hindered from participation in leadership by the major

cause that include having less training and educational opportunity in the past (3.82) ;

low level of educational qualification than men (3.90); lack of careful monitoring and

evaluation of policy implementation of educational to enhance women‟s

participation(3.66); whereas lack of proper implementation of education and training

policy that encourage women‟s participation was regarded as moderate cause . Moreover,

significance difference of opinion was observed between the two groups on item 1and2.

Generally, lack of equal opportunity to educational and training in the past is a major

cause of women‟s underrepresentation in educational leadership with average mean score

of 3.72.

5.2 Conclusions

Based on the findings the following conclusions can be drawn: Women participation in

educational leadership as hindered by their less aspiration to apply for educational

leadership positions. So, one may conclude from the finding women have low

intrinsic(central) motivation to leadership position due to different factors such as: lack of

self- confidence and fear of competition were hinder women to aspire to leadership

position.

As noted in the findings, among selection criteria, professional qualifications,

performance appraisal results, political affiliation and work experience affect women‟s

participation in educational leadership. Therefore, one may conclude that the recruitment

and selection criteria was not encourage women to leadership position prevent the

entrance of women to leadership position in Abuna Gindeberet Woreda primary schools.

As indicated in these research findings several factors affect women‟s participation in

educational leadership position. Therefore, one may conclude from the findings: There

96

were different barriers that affect social and psychological development of women that

limit their participation in educational leadership position.

Research results revealed that the perception of the society mainly teachers and

educational leaders has changed towards women leaders‟ ability, skill and leadership

competence. They recognize and accept their competence in most skills concerning

administrative, communication, decision-making, interpersonal and conflict management.

However, still: women underrepresented in leadership position in education. Therefore,

one may conclude from the findings: women do not have significant difference in ability,

Skill and competence in leadership as compared to men.

5.3 Recommendations

To tackle (deal with) the problem that affect women‟s participation and improve their

involvement in educational leadership, the following recommendations are purposed in

view of the above findings.

One of the factors that limit women‟s participation is socio- cultural factors. One can

understand that these factors can affect social and psychological developments of women

that intern affect their participation in leadership. Therefore, men should develop positive

attitudes and think that women have equal ability with them and society also should trust

women‟s ability to lead through awareness rising and, the other thing to be done is to

change the way children are raise and socialize. Parents should provide their female

students equal opportunity to develop their decision –making and leadership capabilities

and must train male students to respect their sisters as equals.

To overcome the impacts of the criteria mentioned on findings, women should be

exposed to different pre- administrative experiences: such as unit leader and department

head; they must be well educated to fulfil the professional qualification required, and also

must be competitive enough.

The family and home responsibility can be minimized by having family- friendly policies

to improve the pressure of home responsibility and create a culture a culture of mutual

commitment that make it easier to competent female leaders.

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WEO and school should develop and design gender sensitive workshops and training

about family shared responsibilities and gender role perceptions that are conducted with

males so as to make them more receptive to females.

The study revealed that women were found to be competent in most of the skills.

However, in order to participate efficiently in leading education and develop their

abilities, skills and competence; women should have the required knowledge, experience

and skills of educational leadership and WEO should provide short term and long term

training for women to enhance their experience in leading educational system.

WEO should encourage women leaders by providing technical support: like mentoring,

networking and develop follow up mechanisms in which women‟s will practice their

leadership roles. This can be done by empowering women and allowing them to take part

in leadership and decision-making.

WEO should encourage women education and training by updating their skills and this

makes them better qualified personnel to participate in educational leadership.

WEO should create and encourage women, by awarding role model females and in

schools.

Therefore, based on this recommendation and the scarcity of related research in the

woreda, the novice researcher believe further research needed to identify affecting

women‟s participation in educational leadership in Abuna Gindeberet Woreda primary

schools.

98

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103

Appendix IA

Addis Ababa University

School of Graduate Studies

Department of Educational Planning and Management

Educational Leadership Stream

A questionnaire to be filled by respondents (Teachers, Woreda Education Office Deputy

heads, Supervisors, vice principals and Male Principals).

General Instructions: The questionnaire is prepared to gather data for the

accomplishment of Master‟s study titled “Factors Affecting Women‟s Participation in

Educational Leadership in West Shoa Zone of Oromia Region.” More specifically, it

seeks to have your views and opinions about factors affecting women‟s participation and

measures to be taken to improve their participation in educational leadership in the Zone

(Woreda) Schools. The information you provide will only utilized for the purpose of this

research and will be confidential. You are not therefore required to write your names.

The result and success of the study depends on the quality of your responses. You are

thus kindly requested to complete the questionnaire by reading the instructions and each

item in the questionnaire carefully before you give your responses.

Thank you in advance for your cooperation

104

Part I: Background Information

1. Sex: A. Male B. Female

2. Age (in year) A. < 20 B. 21-30 C. 31-40

D. 41-50 E. > 50

3. Educational background, A. Diploma B. BA/BSC C. MA/MSC

4. Work experience A. < 3 B. 3-5 C. 6-10

D. 11-15 E. 16-20 F. >20 yrs

5. What is your current position in your School, Woreda or Zone?

A. principal B. Vice principal C. Teacher

D. Woreda Education Office head E. Woreda Education Office deputy head

F. Supervisors

Part II About women’s Aspiration to Educational leadership

The following sentences are assumed to indicate the extent of women‟s aspiration to

educational Leadership. Therefore, indicate the current extent of aspiration of women to

educational leadership by putting “” mark in one of the boxes provided for your

agreement or disagreement.

Use the following scales

105

Strongly Agree (5), Agree (4), Somewhat Agree (3), Disagree (2), and Strongly

Disagree (1).

No Women’s aspiration to educational leadership Scales

5 4 3 2 1

1 Women have less aspiration (ambition) to become

educational leader.

2 Women do not seek leadership positions in education.

3 Women apply for educational leadership less frequently

4 Women lack self-confidence to apply to educational

leadership that affects their aspiration

5 Women fear competition that affect aspiration

6 Devaluation of women by the society affect their aspiration

120

Part III: Recruitment and Selection Criteria Currently used in the

Selection and Placement of Educational Leaders

The following are expected to be taken as criteria used for selecting educational leaders

(educational officers and principals). Thus, indicate the extent to which the current

selection criteria affect women‟s participation in educational leadership in your

respective School, Woreda or Zone by Putting “” mark in one of the boxes provided to

each possible criteria.

Use the following scales

Very High (5), High (4), Moderate (3), Low (2), Very low (1).

No Recruitment and Selection Criteria Scales

5 4 3 2 1

1 Professional qualifications (Diploma, Degree, MA/MSC)

2 Work experience (leadership experience)

3 Performance appraisal results

4 Oral or/and written tests

5 Quality of personal file (profile)

6 Adequate and relevant profession training (graduating in

education or educational leadership)

7 Political background (affiliation to the ruling party)

121

1. Is there any recruitment and selection criteria that encourage women‟s participation in

educational leadership? Yes No

If „yes‟ would you write some of these criteria and reasons for your choice?

_____________________________________________________________

____________________________________________________________

___________________________________________________________

Part IV: Women’s Leadership Skill and Competence

The following are some of the assumed leadership skills and competencies. Please,

indicate your opinion (feeling) on the following activities concerning the ability, skills

and competence of women educational leaders by putting “” mark in one of the boxes

provided.

Use the following five scales to answer the questions.

Very Good (5), Good (4), Medium (3), Poor (2), and Very poor (1)

No Women’s leadership skill and competence Scales

5 4 3 2 1

1 Women‟s ability to implement rules and regulations effectively

and efficiently.

2 Women‟s ability to promote optimum use of the material,

financial and human resources

3 Women‟s ability to effectively plan and coordinate all desired

activities and resources towards the achievement of educational

goals

4 Women‟s ability to delegate duties effectively

122

5 Women‟s ability to develop and communicate vision

6 Women‟s ability to read the organizational informal systems.

7 Women‟s ability to clarify and instruct staff how to apply rules

and regulations.

8 Women‟s consistency in decision making

9 Women‟s ability to make decisions that consider the situation

10 Women‟s ability to participate subordinate in decision making

11 Women‟s confidence in decision making

12 Women‟s ability to mobilize and motivate people.

13 Women‟s ability to understand the local school community and

the broader economic, political and policy context

14 Women‟s ability to treat all staff as well as students

accordingly.

15 Women‟s ability to provide professional counseling to

concerned staff and students whenever necessary

16 Women‟s ability to encourage and support other women

(acting as a Mentor, role models)

17 Women‟s ability to listen and contribute to the work of a team

18 Women‟s ability to solve conflict in advance

19 Women‟s ability to minimize conflicts that occur with in the

work environment.

20 Women‟s ability to solve conflicts that occur with in the work

environment.

123

Part V: About Factors Affecting Women’s Participation in Educational

Leadership

5.1. Socio-Cultural Factors

The following are believed to be socio-cultural factors that affect women‟s participation

in educational leadership. Please, indicate the extent of your agreement on these factors

that affect women‟s participation in educational leadership in the zone by putting “”

mark in one of the boxes provided for each possible factor.

Use the following scales.

Strongly Agree (5), Agree (4), Somewhat Agree (3), Disagree (2) and Strongly

Disagree (1)

No

Socio-cultural factors affecting women’s participation in educational

leadership

Scales

5 4 3 2 1

1 Girls and boys are socialized differently to assume different roles

(gender role socialization).

2 People think women do not have the ability and skills to be a leader.

3 The patriarchal (cultural) ideology that dominated the culture affect

women‟s participation in educational leadership.

4 Most people still think the decision making power rests with men.

5 Male feel more competent, capable and efficient in leadership than

women.

124

5.2. Attitude of Women towards Themselves

The following are supposed to be women‟s attitude (self-concept) towards themselves.

Thus, indicate the extent of your agreement on the following statements by putting “”

mark in one of the boxes provided for each possible factors.

Use the following scales.

Strongly Agree (5), Agree (4), Somewhat Agree (3), Disagree (2) and Strongly

Disagree (1)

No

Attitude of Women towards Themselves Scales

5 4 3 2 1

1 Women still acknowledge the world as “masculine”

2 Women exhibit poor risk taking of themselves

3 Women underestimate their abilities and perceive themselves as

less skillful and passive in leadership

4 Women consider themselves to have low level of acceptance than

men

120

5.3. Family and Home Responsibility

The following might be some of the statements related to women‟s family and home

responsibility that affect their participation in educational leadership. Thus, indicate

extent of your agreement by putting “” mark in one of the boxes provided against each

statement.

Use the following scales.

Strongly Agree (5), Agree (4), Somewhat Agree (3), Disagree (2) and Strongly Disagree (1)

No

Family and Home Responsibility Scales

5 4 3 2 1

1 Women„s responsibility of family and home affect their

participation in educational leadership.

2 Women‟s role of child bearing, and taking care of family affect

their involvement in educational leadership.

3 Women are more responsible to home or family related issues

4 Women‟s lack of support from family (partner) affect their

participation.

5.4. Institutional Factors Affecting Women’s Participation in Educational

Leadership.

The following are some of the expected institutional factors affecting women‟s

participation in educational leadership. Therefore, indicate the extent of your agreement

by Putting “” mark in one of the boxes provided for each possible factor.

121

Use the following scales.

Strongly Agree (5),Agree (4),Somewhat Agree(3),Disagree (2), and Strongly Disagree (1)

55.5. About Unequal Opportunity of Education, and Training (in the past)

The following are related to education, and training opportunity of women. Therefore,

indicate your degree of agreement by putting “” mark in one of the boxes provided for

each possible factor.

No

Institutional factors affecting women’s participation in educational

leadership

Scales

5 4 3 2 1

1 Educational institutions have less transparent selection, hiring and promoting

polices and practices

2 Educational institutions have no official effort to make females active

participants in leadership

3 Educational institutions have sex segregation at a time of selecting and hiring.

4 Lack of supporting women to form professional network in leadership.

5 Lack of women role models in educational institutions affect their

participation.

6 Lack of visibility (offering opportunities to males than women) by institution

affect their participation.

7 Lack of Mentors and support system

8 Less committed to apply affirmative action in practice

9 Glass ceiling (invisible and artificial barriers that prevent women from

reaching their full potential) affect their participation.

122

Use the following five scales to answer the questions

Strongly Agree (5),Agree(4),Somewhat Agree (3),Disagree (2), and Strongly

Disagree (1)

No Lack of equal opportunity to education, training and promotion Scales

5 4 3 2 1

1 Women had less training, educational opportunity and professional

development than men in the past.

2 Most women have low level of educational qualification than men

due to unequal opportunity in the past.

3 The current education and training policy that encourages women‟s

participation in educational leadership is not well implemented

4 Lack of careful monitoring and evaluation of the policy

implementation that enhance women‟s participation

1. In your opinion, what are other major factors that might contribute to the under

representation of women in educational leadership?

_____________________________________________________________________

_____________________________________________________________________

State what possible strategies or actions should be taken to attract and increase the

participation of women in educational leadership?

a. __________________________________________________________________

b. __________________________________________________________________

c. __________________________________________________________________

d. __________________________________________________________________

2. In your opinion, whose concern is to maximize their participation in educational

leadership?

_____________________________________________________________________

_____________________________________________________________________

Thank you again for your Cooperation

122

Appendix IB

Yuunivarsiitii Addis Ababaa

Kolleejjii Barnootaa

Muummee Karooraafi Bulchiinsa Barnootaa

Damee (Stream) Bulchiinsa Barnootaa

Bar-gaaffii Barsiisota, Itti aantotaafi waajjira barnootaa aanaalee

suupparvaayzeroota akkasumas Ittiaantota Qindeessotaafi Qindeessitoota dhiiraan

guutamu.

Qajeelfama Waliigalaa: Bar-gaaffiin kun kan qophaa‟e qorannoo xumuraa Digirii

lammaffaa mata-duree “Factors Affecting Women’s participation in Educational

leadership in West Shoa Zone of Oromia Region” jedhu irratti geggeeffamuuf

odeeffannoo waa‟ee wantoota hirmaannaa dubartootaa bulchiinsa (haggansa) barnootaa

irratti xiqqeessaniifi tarkaanfiiwwan hirmaannaa dubartootaa fooyyessuuf ykn dabaluuf

gargaaran irratti ragaa dhugaa fi fayida qabeessa sassabuudhaafi. Bar-gaaffiin kun

barnoota qofaaf waan ooluuf deebiin isin kennitan iccitiin isaa eegamaadha. Kanaaf,

maqaa keessan barreessuun hin barbaachisu. Deebii isin amanamummaa, iftoominaafi

yeroodhaan kennitan fiixaan ba‟iinsa qorannichaaf akkasumas hirmaannaa barsiisota

dubartootaa hoggansa barnootaa irratti fooyyessuuf guddaa gumaacha. Kanaaf,

qajeelfamaa fi gaaffilee kanaan gadii hunda dubbisuun akka deebistan kabajaan isin

gaafadha. Yeroo keessan aarsaa gootanii deebii dhugaa isin amanamummaadhaan naaf

kennitaniif dursee guddaan isin galateeffadha.

Galatoomaa!

124

Kutaa Tokko: Dudduubee Hirmaattotaa (Odeeffannoo dhuunfaa)

1. Saala:

A. Dhiira B. Dhalaa

2. Umurii

A. Waggaa 20 figadi B. 21-30

C. 31-40 D. 41-50 E. Waggaa 50 oli

3. Sadarkaa barumsaa

A. Dippiloomaa B. Digirii Jalqabaa C. Digirii lammaffa

4. Bara Tajaajilaa

A. Waggaa 3 gadi B. 3-5 C. 6-10

D. 11-15 E. 16-20 F. Waggaa 20 oli

5. Gaheen ati manabarumsaa, aanaa yookaan Zoonii kee keessatti qabdu yeroo ammaa

maalii?

A. Qindeessa B. Itti aanaa Qindeessaa

C. Barsiisaa/tuu D. Ittigaafatamaa waajjira Barnootaa aanaa

E. Itti aanaa ittigaafatamaa waajjira Barnootaa aanaa

F. Suupervaayzera

125

Kutaa Lama: Kaka’umsa (Fedhii) Dubartoonni Hoggansa Barnootaa

Keessatti Hirmaachuuf Qaban

Himootni kanaan gaditti barreeffaman fedhii ykn kaka‟umsa dubartoonni hoggansa

barnootaa keessatti qaban kan agarsiisaniidha jedhamee yaadama. Kanaaf, hanga

kaka‟umsa isaanii yeroo ammaa yaada kenname kana irratti hundaa‟uun hangam akka

waliigaltu sadarkaa isaa bakka kenname keessa mallattoo “” Kana kaa‟uun agarsiisi.

Sadarkaalee (Rating scale) kanaan gadii fayyadami.

Baayyeen Waliigala (5), Waliingala (4), Hangatokko waliingala (3), Waliihingalu

(2), Gonkumaa waliihingalu (1)

Lakk. Fedhii (Kalka’umsa) dubaltoonni hoggansa barnootaaf

qaban

Sadarkaa

5 4 3 2 1

1 Dubartoonni gara hoggansa barnootaatti dhufuuf fedhii

(kaka‟umsa) xiqqoo qabu.

2 Dubartoonni hedduun gita hojii hoggansaatti dhufuu hin

barbaadan.

3 Dubartoonni gara hoggansaatti dhufuuf yeroo baay‟ee

hindorgoman.

4 Dubartoonni gara hoggansaatti dhufuuf ofitti amantummaa

dhabuun isaanii kaka‟umsa (fedhii) isaanii ni xiqqeessa.

5 Dubartoonni dorgommii sodaachuun isaanii kaka‟umsa

isaanii ni hir‟isa

6 Ilaalchi (value) gadibu‟aa hawaasni dubartootaaf qabu

kaka‟umsa (fedhii) isaan hoggansa barnootaaf qaban

nixiqqeessa.

125

Kutaa Sadii: Ulaagaalee Filannoo Fi Ramaddii Hoggantoota Barnootaa.

Qabxiileen gabatee armaan gadii keessatti tarreeffaman ulaagaalee filannoo fi ramaddiin

hoggaantoota barnootaa (hoggantoota waajjiraafi Qindeessitootaa) ittiin

raawwatamuudha. Kanaaf, hanga ulaagaaleen kun hirmaannaa dubartootaa irratti

dhiibbaa qaban mallattoo “” kana bakka deebiif kenname keessa galchuun agarsiisi.

Sadarkaalee (Rating scale) kanaan gadii fayyadami.

Baay’ee Olaanaa (5), Olaanaa (4), Giddugaleessa (3), Gadaanaa (2) Baay’ee

Gadaanaa (1)

Lakk. Ulaagaalee filannoo fi ramaddii Sadarkaa

5 4 3 2 1

1 Sadarkaa Barnootaa (Dippiloomaa, Digirii, Digirii

Lammaffaa.

2 Muuxannoo hojii (kallattii fi al-kallattii)

3 Madaallii raawwii hojii

4 Qorumsa barreeffamaa fi Afaanii

5 Qulqullina Kuusaa (galmee) dhuunfaa

6 Leenjii oogummaa walfakkaatu ykn walitti dhiyaatu

qabaachuu (Barsiisummaa ykn hoggansa barnootaan kan

eebbifame/te.

7 Deggeraa siyaasaa partii biyya bulchaa jiruu ta‟uu.

1. Ulaagaaleen filannoo fi ramaddii hirmaannaa dubartootaa hoggansa barnootaa

keessatti dabaluuf (fooyyessuuf) gargaaran jiruu? Eyyee

Lakki

Filannoonkee eeyyee yoota‟e, ulaagaalee kanneen sababa kee wajjin tarreessi.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

126

Kutaa Afur:Dandeettii fi Gahumsa Hoggantummaa Dubartootaa

Kanneen armaan gaditti gabatee keessatti tarreeffaman dandeettii fi gahumsa

hoggantoonni barnootaa qabaachuu qabanii dha. Kanaaf, dandeettii fi gahumsa

dubartoonni hojiiwwan armaan gadii raawwachuuf qaban sadarkaalee armaan gadii

fayyadamuun bakka duwwaa kenname keessatti mallattoo “” Kana galchi.

Baayyee Gaarii (5), Gaarii (4), Giddugaleessa (3), Dadhabaa (2) Baay’ee Dadhabaa

(1)

Lakk. Dandeettii fi gahumsa hoggantummaa dubartootaa Sadarkaa

5 4 3 2 1

1 Dandeettii dubartoonni seeraa fi qajeelfama haalaan (ga‟umsaa fi

qulqullinaan) hojiirra oolchuuf qaban

2 Dandeettii dubartoonni leecalloowwan (humna namaa,

maallaqaafi meeshaalee) haalaan fayyadamuuf qaban

3 Dandeettii dubartoonni hojiiwwan karoorsuu fi gurmeessuu

(qindeessuu) irratti qaban

4 Dandeettii dubartoonni hojii qooduu fi hojjetaa aangessuu irratti

qaban

5 Dandeettii dubartoonni mul‟ata waajjiraa qopheessuu fi

hubachiisuu irratti qaban

6 Dandeettii dubartoonni haala waajjiraa fi hojjetaa hubachuu

irrattiqaban

7 Dandeettii dubartoonni hojjettootaaf qajeelfama ibsuu fi akka

isaan seeraan hojiitti hiikan gochuu irratti qaban.

8 Dandeettii dubartoonni murtii haqaa kennuu irratti qaban

9 Dandeettii dubartoonni haala qabatamaa irratti hundaa‟uun murtee

kennan

10 Dandeettii dubartoonni hojjettoota murtee kennuu keessatti

hirmaachisuuf qaban

11 Ofitti amantummaa dubartoonni murtee kennuu irratti qaban

127

12 Dandeettii dubartoonni hojjettoota kakaasuu fi onnachiisuuf qaban

13 Dandeettii dubartoonni haala naannoo mana barumsaa, hawaasa

mana barumsaa, dinagdee, siyaasaa fi imaammata barnootaa

hubachuu irratti qaban

14 Dandeettii dubartoonni barsiisotaa fi barattoota haalaan

geggeessuu irratti qaban

15 Dandeetti dubartoonni deggersa oogummaa fi gorsaa barsiisotaa fi

barattootaaf kennuuf qaban

16 Dandeetti dubartoonni deggersa dubartootabiroof kennuufi

fakkeenya gaarii ta‟uu irrattiqaban

17 Dandeettii dubartoonni yaada garee (hojjettootaa) fudhachuu fi

hojii garee keessatti hirmaachuuf qaban

18 Dandeettii dursanii rakkoo furuu irratti dubartoonni qaban.

19 Dandeettii dubartoonni waldhabii haala hojii keessatti uumamu

xiqqeessuuf (hir‟isuuf) qaban

20 Dandeettii dubartoonni rakkoo mulate furuu irratti qaban

127

Kutaa Shan: Wantoota (Factors) Hirmannaa Dubartootaa Hoggansa

Barnootaa Keessatti Xiqqeessan

5.1. Wantoota Gama Aadaa Fi Hawwaasummaa Hirmaannaa Dubartootaa

Hoggansa Barnootaa Keessatti Akka Xiqatu Taasisan.

Kanneen gabatee kanaan gadii keessatti barreeffaman wantoota gama aadaafi

hawwaasummaa hirmaannaa dubartootaa hoggansa barnootaa keessatti xiqqeessu

jedhamanii amanamaniidha. Kanaaf, Sadarkaalee armaan gadii fayyadamuun hanga

waliigaltee kee mallattoo “” bakka deebii qophaa‟ee jiru keessa galchuun agarsiisi.

Baayyee Waliigala (5), Waliingala (4), Hangatokkoo waliingala (3), Waliihingala (2)

Gonkumaa Waliihingalu (1)

Lakk. Wantoota gama aadaafi hawassummaa Sadarkaa

5 4 3 2 1

1 Dhiiraa fi dhalaan hawaasa biratti ilaalcha adda addaan

ilaalamuu fi guddachuun hojiiadda addaaf akka isaan

qophaa‟an isaan taasisa.

2 Hawaasni dubartootni dandeettii hoggansaa akka

hinqabnetti yaadu.

3 Gama aadaatiin ilaalchi gadaantummaa hawaasni

dubartoota irratti qabu hirmaannaan isaanii akka

hinguddanne taasiseera.

4 Namoonni baay‟een ammayyuu aangoon murteessummaa

kan dhiiraa qofa godhanii yaadu.

5 Dhiirronni dandeettii fi gahumsa haggantummaa dhalaa

caalmaatti akka qabanitti yaadu.

131

5.2. Ilaalcha Dubartoonni Ofiisaanii Irratti Qaban

Kanneen gabatee armaan gadii keessatti barreeffaman ilaalcha dubartoonni ofiisaanii

irratti qabaniidha.

Kanaaf, hangam himoota armaangadii irratti akka waliigaltu mallattoo “” kanabakka

deebiif qophaa‟ee jiru keessa galchuun agarsiisi.

Sadarkaalee armaan gadii fayyadami

Baay’een waliigala (5), Waliingala (4), Hangatokko waliingala (3), waliihingalu (2)

Gonkumaa waliihingalu (1).

Lakk. Ilaalcha Dubartoonni ofiisaanii irratti qaban Sadarkaa

5 4 3 2 1

1 Dubartoonni ammayyuu olaantummaa dhiiraa ni ibsu

2 Dubartoonni dandeettii ittigaafatamummaa fudhachuu

gadaanaa mul‟isu

3 Dubartoonni dandeettii fi gahumsa isaanii

ija gadaantummaatiin ilaalu.

4 Dubartoonni uummata biratti hanga dhiiraa fudhatama akka

hinqabnetti of ilaalu.

5.3. Ittigaafatamummaa Maatii Keessatti Dubartoonni Qaban

Kanneen kanaan gadii yaadota ittigaafatamummaa maatii dubartootarra jiruu fi

hirmaanaa isaanii hoggansa barnootaa keessatti dhiibbaa uumuu danda‟aniidha. Kanaaf,

hanga waliigaltee kee mallattoo “” kana bakka deebiif qophaa‟e keessa galchuun

agarsiisi.

132

Sadarkaalee armaangadii fayyadami.

Baay’een waliigala (5), Waliingala (4), Hangatokkoo Waliingala (3), Waliihingalu

(2), Gonkumaa Waliihingalu (1).

Lakk. Ittigaafatamummaa maatii dubartootarra jiru Sadarkaa

5 4 3 2 1

1 Ittigaafattamummaa dubartoonni maatii irratti qaban

hirmaannaa isaan hoggantummaa keessatti qaban ni

xiqqeessa.

2 Gaheen dubartootni ijoollee godhachuu fi maatii kunuunsuu

irratti qaban hirmaannaa hoggansaa isaanii irratti dhiibba qaba.

3 Dubartoonii ittigaafatamummaa maatii keessatti gahee caalmaa

qabu.

4 Dubartoonni deggersa maatii (abbaa manaa) dhabuun

hirmaannaa isaanii nixiqqeessa.

5.4 Wantoota Akkaa Waajjirraatti Hirmaannaa Dubartootaa Xiqqeessuu

Danda’an.

Kanneen armaan gadii wantoota gama waajjiraan hirmaannaa dubartootaa xiqqeessuu

danda‟u jedhamanii yaadamaniidha. Kanaaf, hanga waliigaltee kee mallattoo “” kana

bakka deebii qophaa‟e keessa kaa‟uun agarsiisi.

Sadarkaalee armaan gadii fayyadami.

133

Baay’een waliigala (5), Waliingala (4), Hanga tokko waliingala (3), Waliihingalu (2),

Gonkumaa waliihingalu (1).

Lakk. Wantoota akka Waajjiraatti hirmaannaa dubartootaa

hoggansa barnootaa keessatti xiqqeessuu danda’an

Sadarkaa

5 4 3 2 1

1 Waajjirri barnootaa raawwii filannoo fi rammaddii irratti

iffoomina gadaanaa qaba.

2 Waajjiraaleen barootaa hirmaannaa dubartootaa hoggansa

barnootaa irratti guddisuuf kutannoo hinqaban

3 Waajjirri barnootaa yeroo filannoo fi ramaddii saala dhiiraa fi

dhalaatiif ilaalcha adda addaa qaba (Dhiiraf ilaalcha olaanaa

qabaachuu).

4 Dubartootahaala oogummaa isaaniitiin gurmeessuu dhabuun

hirmaannaa isaanii ni xiqqeessa

5 Dubartootni hoggansa barnootaa keessatti fakkeenya gaarii

ta‟an dhibuun hirmaannaa isaanii ni xiqqeessa.

6 Carraa adda addaa caalmaatti dhiiraaf kennuun hirmaannaa

dubartootaa ni xiqqeessa.

7 Gorsitoonnii fi deggersi dubartoota hoggantootaaf godhamu

dhibuu.

8 Dubartootaaf deggersa addaa gochuun dhibuu.

9 Dubartoonni dandeetti isaanii guutummaatti akka

hinfayyadamneef wantoonni dhokataa ta‟an waajjira barnootaa

keessa jira.

5.5. Carraa Barnootaa Fi Leenjii Qixadhabuu Dubartootaa (Sirna

Darbe Keessatti)

Himootni gabatee armaan gadii keessatti barreeffaman carraa barnootaa fi leenjiin kan

walqabataniidha. Kanaf, hanga waliigalteekee

Maallattoo “” kana bakka deebiif qophaa‟e keessa galchuun agarsiisi.

134

Sadarkaalee kanaan gadii fayyadami

Baay’een Waliigale (5), Waliingala (4), Hangatokko waliingala (3), Waliihinglu (2),

Gonkumaa Waliihingalu (1).

Lakk. Carraa barnootaafi leenjii qixa dhabuu (Sima darbe

keessatti)

Sadarkaa

5 4 3 2 1

1 Dubartoonni carraa barnootaa fi leenjii dhiiraan walqixxee

argachaa hin turre.

2 Dubartoonni hedduun sadarkaa barnootaa gadaanaarra jiru.

3 Imaammatni barnootaafi leenjii yeroo ammaa hirmaannaa

dubartootaa hoggansa barnootaa keessatti dabaluuf ba‟e sirriitti

hojiirra ooluu dhabuu.

4 Hordoffii fi madaalliin hojiirra oolmaa imaammataa fi tarsimoo

hirmaannaa dubartootaa fooyyessuuf ba‟anii dhibuu.

1. Wantoota biron hirmaannaa dubartootaa hoggansa barnootaa keessatti gadi-

buusujettee yaaddu yoojiraatan bakka duwwaa kenname irratti barreessi.

__________________________________________________________________

__________________________________________________________________

Hirmaannaa dubartootaa hoggansa barnootaa keessatti dabaluuf tarsimoowwan

(Strategies) fi tarkaanfiiwwan (actions) fudhatamuu qaban barreessi.

a. ____________________________________________________________

b. ____________________________________________________________

c. ____________________________________________________________

d. ____________________________________________________________

e. ____________________________________________________________

2. Hirmaannaa dubartootaa hoggansa barnootaa keessatti dabaluun gahee eenyuuti

jettee yaada? Maaliif?

________________________________________________________________________

135

Appendix IC

Addis Ababa University

School of Graduate Studies

Department of Educational Planning and Management

Educational Leadership Stream

Interview Guide for Women Principals, Woreda Education Office Leaders as well

as Zone Education Office head.

General Instructions: The main purpose of this interview is to gather primary and

relevant data on factors that affect women‟s participation in educational leadership. It is

also aimed at identifying the possible strategies that could be implemented to improve

and maximize the participation of women educational leaders.

You have been selected to participate in this study; therefore, you are kindly requested to

answer the questions in order to give the necessary information on the different issues

related to the study. The success of this study depends upon your honest and genuine

response to the questions. The information will be used for academic purposes and your

response will be kept confidential.

Thank you in advance for your Cooperation

136

Part I: Background Information

1. Woreda __________ 2. Educational background, __________

3. Work experience __________________

4. What is your current position in your School, Woreda ? _________________

II. Interview questions for Women Principals, and Educational Leaders

1. What were the problems you faced during recruitment and selection to this position?

2. Did you receive on the job training after attaining the leadership position? If so, what

were they?

3. Do women leaders aspire for position in educational leadership?

4. What are the current selection and placement criteria used for selecting educational

leaders?

5. How do you see your employee‟s perception towards your leadership skill and

competencies in performing leadership functions?

6. Could you tell me the major factors that might contribute to the underrepresentation of

women in educational leadership?

7. What should be done to improve their participation in the profession in the future?

Interview Questions for woreda and Zone level Educational Officials

1. From your practical experience and observation how do you evaluate the current standing

of women in educational leadership (Woreda and school levels)

2. What are the current selection and placement criteria used for selecting educational

leaders? Do these criteria affect their involvement in educational leadership? How?

3. Does your institution encourage women to leadership positions? How?

4. What is your attitude towards women educational leaders‟ skill and competence in

performing leadership functions in education?

5. What major factors do you think hinder women to come to educational leadership

positions? Please start from the zonal education office and go to the woreda and school

levels.

6. What alternative ways do you think would encourage women to come to educational

leadership positions?

Thank you again for your Cooperation