Challenges Faced By Female Headteachers In The Management Of Secondary Schools: A Case Of Kangundo District In Machakos County, Kenya

ABSTRACT

School leadership in Kenyan schools is the function of the head teacher. The purpose

of this study was to investigate and identify the challenges faced by female head

teachers in the management of secondary schools in Kangundo district and to suggest

strategies for coping with the challenges. The study was guided by the following

objectives; to investigate and identify the challenges faced by female head teachers in

the management; to find out the effectiveness of female head teachers with regard to

time management; to find out if cultural and social barriers interfere with management

of secondary schools by female teachers; to establish the attitudes of staff members

and other stakeholders towards female head teachers; to find out the influence of

psychological factors on women with regard to management of secondary schools; to

establish the professional development needs of female head teachers on management

of secondary schools and to find out the strategies devised by the female head

teachers to cope with the challenges they face in management of secondary schools.

The study was conducted in Kangundo district in Machakos County. The target

population in this study were the female head teachers in Kangundo district, teachers,

students and the Quality Assurance and Standards Officers in the DEO’S office.

Kangundo district has 45 secondary schools, of which ten (10) are headed by female

headteachers. The researcher used questionnaires and interview guides for collection

of data. The data obtained was both quantitative and qualitative. The data was

analyzed by use of SPSS and summarized into percentages, and frequency

distributions. The information was represented through tabulation and graphs. The

study revealed that 80.0% of the teachers liked the way the head teachers managed the

school. Fifty six (56.7%) of the teachers noted that the head teachers were good in

performing their duties with regard to time management, 80.0% of them also noted

that cultural and social issues interfered with the management of school affairs.

Majority of the teachers (75.0%) said that their perception towards their head teachers

was good. Majority of the teachers (86.7%) noted that psychological traits do not bar

the head teachers from performing school duties effectively. About 80.0% of the

teachers noted that the students accorded male and female teachers the same level of

respect. The following conclusions were drawn. Female head teachers are positively

viewed by their teachers and are approachable by the students since they encourage

them to work to attain their goals in schools. Female head teachers are effective in

regard to time management in the management of secondary schools since they are

able to follow the laid down policies hence achieve the goals of their institutions.

Cultural and social barriers interfere with the management of school affairs. Half

(50%) of the head teachers said there was no role conflict between domestic and

professional roles while 50% of head teachers felt that there was conflict. On the

psychological factors influencing the head teachers’ performance, 86.7% of the

teachers said that biological traits did not bar the head teachers from performing

school duties. This was because they had a teaching experience, were assertive and

aggressive. The training programmes on education management for teachers were not

organized in schools. The schools lacked funds to organize training and only KEMI

organized training for head teachers. The study recommended that since female

headteachers were positively viewed by students and teachers, there is need to be

given more posts of leadership in secondary schools. The female head teachers are

effective hence they are able to achieve the goals of their respective institutions.

Although cultural and social barriers may interfere with the management of school

affairs, there is need for female head teachers to be encouraged to achieve leadership positions since they can manage the roles of leaders through mentorship.