ASSESSMENT OF FACTORS INFLUENCING CAREER ADVANCEMENT INTO ADMINISTRATION OF WOMEN EDUCATORS IN SELECTED PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA

Abstract

There is a gender imbalance in administrative positions in public secondary schools in Nairobi County. The review of literature demonstrates that though there are many women in the teaching profession, they are appallingly underrepresented in administrative positions in public secondary schools. The study was guided by the following research questions: What factors motivate women to seek leadership or administrative positions in the public secondary schools? What are the perceptions of Teachers Service Commission Secretariat Officers, Principals, Deputy Principals and Teachers on women’s career advancement in school administrative positions in Nairobi County? Which are the challenges preventing women from assuming administrative positions in public secondary schools? What strategies can be used to mitigate the factors hindering women from taking up administrative positions in public secondary schools? Naturalistic research design, especially the phenomenology guided the study. A total sample size of 40 participants was used comprised of 5 principals, 5 deputy principals, 25 teachers and 5 Teachers Service Commission Secretariat Officers. Purposive sampling technique to select the five public secondary schools whose principals are women in Nairobi County. This study also used purposeful sampling technique to select participants. Data were collected through in-depth interviews semi structured interview guide, focus group discussion and observation guides. The study found self-esteem, actualisation, mentoring, role modelling and teamwork as motivators while family commitments and obligations vis-a-vis school roles and responsiveness were challenges encounter by female administrators. The study recommended that Teachers Service Commission to formulate a gender ratio based policy to be adopted when making school administrative appointments, design programmes on mentoring and role modelling for female teachers and school leadership be based on merit as a way of encouraging women teachers to take administrative positions.