dc.description.abstract |
The study aimed to investigate the challenges encountered by female heads of senior
high schools in the Central Region of Ghana, as well as the available support systems.
A mixed-method approach was used, combining both qualitative and quantitative data
collection methods. Data was analyzed using concurrent triangulation mix-method.
The study included various educational stakeholders such as headmistresses, assistant
heads, heads of departments, teachers, and district/municipal/metropolitan directors of
education. The results showed that there was a division among participants regarding
the existence of socio-cultural challenges faced by female heads. Some believed that
cultural biases against women were diminishing in the southern part of Ghana, while
others recognized the need for interventions to address unfriendly environments and
challenges related to support staff. Additionally, limited resources posed a challenge
in organizing training programmes for staff members, despite efforts to conduct
workshops and seminars. In conclusion, the study found that female heads of senior
high schools in the Central Region of Ghana did not face significant human resources,
socio-cultural, or organizational challenges in the execution of their duties. The
research also indicated that significant support services were provided to female heads
of schools in line with their responsibilities. The study recommended the organization
of sensitization programmes to create a women-friendly environment and address
gender-based issues among educational stakeholders. Furthermore, it suggested the
establishment of clearly defined functions and a chain of command, with appropriate
sanctions of insubordinate behaviour. The central regional education directorate could
prepare to the newly recruited female heads psychologically, emotional and
adequately for the leadership task that is dominated by men. Such workshop could be
extended to Assistant Heads and Heads of Department before taking up the leadership
mantle. |
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