EFFECTIVENESS OF GENDER POLICIES IN MAINSTREAMING GENDER IN THE ADMINISTRATION OF PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA

Abstract

Gender underrepresentation in administration of secondary schools despite the existence of gender policies in mainstreaming necessitated the study. The following research questions guided the study: What was the extent gender inequity of in public secondary school administration in Makueni County? What are the barriers to gender equity in the administration of public secondary schools in Makueni County? How effective are government policies in mainstreaming gender in the administration of public secondary schools in Makueni County? What were the challenges impeding effective implementation of government gender policies for mainstreaming gender in the administration of public secondary schools in Makueni County? What strategies could be put in place to overcome these challenges? The gender equity theory and the identity theory guided the study. The target population and sample size comprised of 3 TSCSCDs, 20 principals, 20 BOM chairpersons and 233 teachers sampled from 20 schools in 3 sub counties. Probability particularly stratified random sampling and non-probability especially purposive sampling techniques selected study participants. Collection of data was done by use of questionnaires and interview guide. The latter were validated in terms of content and face validity. Cronbach Alpha determined the reliability of quantitative data whereas Trustworthiness of qualitative items was determined by use of credibility, dependability and transferability. Quantitative data was grouped, coded and entered into computer software to generate percentages and frequencies that summarized data. Qualitative data was analyzed by use of content analysis. Key findings revealed that the school’s nature, age and religious influence, delocalization, minimal leadership positions, lack of equal opportunities, location of school, fear of failure among women, male chauvinism and also unfavorable TSC policies influenced gender inequity in the administration of public schools. Government policies like the national gender policy, affirmative action, equal educational opportunities and equal promotion opportunities were effective in maintaining gender balance in the administration. Challenges that negated their effective implementation were corruption, weak co-ordination, harmonization and networking among actors at all levels, ineffective governance, centralization, gap in policy making and practice, slow implementation of gender related policies and laws, inadequate resources, lack of monitoring and evaluation framework, social-cultural issues, misinterpretation of the concept of gender and lack of structural linkages. The study recommended increased budgetary and resource allocation, increased fight against corruption, increased coordination among stakeholders during the implementation process, laying down adequate policy framework for implementation of the mentioned policies, provision of adequate resources, public education campaigns in raising awareness of the policies, the election of more women representatives, enhancing the clarity of the policies, increased stakeholder involvement, improved policy framework as a ways enhancing gender mainstreaming.