Gender disparities in appointment of primary school head teachers in Nyeri Central District in Nyeri county, Kenya
Mukundi, Wairimu Esther
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Gender disparities have been a critical issue in the developing countries including Kenya. Gender disparity is not limited to any specific field of life and education is no exception. Either gender should have equal access to power and resources; because women and men bring in different styles of management to education, under-representation of either gender in educational management and leadership positions would have negative implications on government policies. For instance if women are under represented the girl child would lag behind in education due to lack of positive female role models. Women teachers would also lack mentors, the scenario cyclic and self perpetuating. This study investigated social cultural factors, organizational factors and personal factors that cause gender disparities in appointment of primary school head teachers in Nyeri Central District, Nyeri County. Various scholarly works that are related to factors causing gender disparities in educational management were reviewed. Descriptive survey design, utilizing a population of 538 primary school teachers was used. A sample of 34 respondents was selected by simple random sampling. The sample size was determined using the sampling formula by Nassiuma (2000) for populations whose underlying distribution is unknown. The study looked at factors such as social-cultural factors, personality factors and organizational factors that tend to hinder or promote career advancement of men and women in primary school headship positions. Data was collected by use of a self scoring questionnaire consisting of 29 items that are both open and closed ended questions. Piloting was carried out in two schools which were not included in the study sample. Data was analyzed by use of the computer package, Statistical Package for Social Sciences (SPSS). The analyzed data was presented in form of frequency polygons, pie charts, bar graphs and frequency tables. The results of this study provide essential information on what can be done to make gender equity considerations a worthwhile under taking in the educational management of primary schools. Findings from this study may influence the policy makers, educationists, teachers and parents to review the current status and come up with more practical intervention to improve participation of all. The government through the Ministry of Education, the Ministry of Labour and the ministry of Gender and Development, may use these research findings in evaluating and strengthening their contribution towards policy implementation and legislation. The nation as a whole may use these research findings in tapping the human potential of either gender to the benefit of all. Administrators and managers may also use the findings of this study in making gender sensitive decisions in recommendations for appointments or in actual-appointments and thus ensuring that only the very competent ascend to positions of management. Workers in the education sector may also make use the findings to boost the morale and job satisfaction once it becomes evident that all have equal chances in career advancement.