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Abstract:
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In Kenya, the majority of women in education occupy
classroom teaching positions. Educational officers, in
their hiring practices, appear to overlook women as
resources, thereby depriving the schools of the skills and
talents of potentially capable leaders. Students are also
denied the role models of female leaders.
This study investigates how difficult it is for women
to secure professional careers in educational administration
in Kenya.The population consisted of all the female teachers
employed by the Ministry of Education in Kenya, and female
Kenyan students in North American universities. A
questionnaire was used to collect data from the women
teachers selected from five educational levels, namely,
university, commercial and technical colleges, secondary and
primary schools, and Kenyan students in North American
universities. The data collected were analyzed and tested
for significant differences related to the women's marital
status, age, education, and experience. All 52 items were
tested by Chi-square and the alpha level was .05 for all
tests. The conclusions are given in the order presented in the
Purpose of the Study.
1. A majority of women teachers strongly agreed that
advanced degrees were the key to administrative positions.
2. It appears that self-confidence to become school
administrators was lacking as portrayed in the women's
responses.
3. Women teachers believed they would gain selfsatisfaction
in school administration positions.
4. Culture was recognized as the major barrier as
compared to all other factors.
5. Family pressures were also a deterrent to women
teachers aspiring to become educational administrators.
Reproduced with6. Kenyan women teachers showed little interest in
and commitment to educational administration as a career.
7. Lack of role-models was yet another factor
preventing women from pursuing careers in educational
administration. |