Gender and leadership exploring the lived experiences of female head teachers in the Awutu Senya East Municipality

Abstract

The purpose of this study was to assess the lived experiences of the leadership challenges of female head teachers in Awutu Senya East Municipality. To conduct this study, interpretive philosophy, qualitative approach with phenomenology design was employed. The population of this study consisted of all female head teachers of public schools in the Kasoa Township in the Awutu Senya East Municipality. The population was made up of twenty-eight (28) female head teachers of public basic schools in the Awutu Senya East Municipality. The sample for the study was ten (10). The ten (10) head teachers were selected using the purposive sampling technique as the respondents were put into three major groups called circuits. The data were collected by using interview guide. Qualitative data analysis was employed in order to reach at results. Specifically, data was analyzed using thematic analysis. The findings of the study revealed; higher officials make gender bias while selecting school leader; lack of special support to females to win competition for leadership position in the education system of the town; they were strong in making decision; females are less participated as both heads and deputy head teachers: females have capability to lead primary school; men consider women as their equal counterparts; females have misconceptions that they will not be successful in leading school; females do not have plan and set their promotion goals to be school leader. Some of the challenges which could hinder women representation in educational leadership were for instance, pressure of home responsibilities, and men dominance of management position. In the finding, the participants of the study also justified the following as the possible solution for the factors that affect women representation in leadership. These are providing training for women(Mentoring), gender awareness campaign, gender fairness in school leadership position, fighting traditions that hinder the progress of women, discourage societal discrimination, change family traditional structure (societal support), sensitize society to accept women leadership, women should be self-confident women's self -motivation. The study recommended that gender balance of leadership be seen in schools around the country. There should be more emphasis put on promoting more women into administrative level positions. Even though it is set as one goal for equality in the education sector, this is not currently practiced. This approach needs the voice of women in the education sector, and education authorities to give a chance for potential women to hold leadership positions.