Lived experiences of female heads of Senior High Schools in two districts (Central Region) in combining family and professional responsibilities

Abstract

This study explores the experiences of female heads of senior high school in educational leadership, particularly in combining family roles, management and administration of senior high schools in the Central Region. The crux of the study was to understand the uniqueness of their career, particularly in leadership positions, on-the-job experiences, family-work balance, and coping strategies to provide seamless functionality in their roles. This research was a descriptive research design with a qualitative approach adopted through the conduct of interviews with eight headmistresses and assistant headmistresses who have, at least, two years’ experience as heads in the selected SHSs. Purposive sampling was used to select the headmistresses who participated in the study. The collected data was analysed using the thematic approach. The study revealed that most headmistresses delegate tasks to assistants in order to reduce their workload. The study also pointed out that headmistresses in the Central Region have had no significant issues with insubordination from their male subordinates. According to the study, there was no formal system that supported female heads in performing their roles despite the lack of formal structures, the study sheds light on the significance of informal support systems, peer support, delegating tasks to colleagues and, while residing close to the workplace. The study therefore recommends stakeholders in education should consider household and childcare support to take care of housekeeping services for headmistresses who are on official duties outside their homes to ensure that their families are cared for in their absence as well as perform their official duties with ease. There should be reinforcement of PLC (Professional Learning Communities) among headmistresses in the Central Region.