Abstract:
This study explored the career progression experiences of female lecturers at the
Winneba Campus of University of Education. Specifically, the study explored the
factors that motivate females to nurture career in tertiary educational institutions in
Ghana, challenges faced by female academics in career progression, strategies to
success from the lived experiences of female academics and the support systems that
female academicians believe their organisation should put in place to facilitate their
career progression. The qualitative study employed phenomenological design and
interview guide was used to gather the primary data. Maximum variation; a kind of
Purposive sampling technique was used to select nine (9) participants for the study.
Thematic analysis was employed the in data analysis. The study revealed that both
intrinsic and extrinsic factors motivate females to enter into academia and progress in
it. It was also found that inadequate policies to ensure gender equity, stereotyping,
heavy workload, difficulty in balancing work and family responsibilities, lack of
female mentors and role models impede the career progression of female academics.
The study concluded among other things that home responsibilities determined by
gender roles and patriarchy which are all rooted in culture and perpetuated by early
socialisation explain the challenges female academicians face to a larger extent. The
study recommended among other things that society and government should make
deliberate effort to bring about cultural change which would not disadvantage any
sex. Government should vigorously implement affirmative action laws to take care of
the challenges facing females.
Description:
A thesis in the Department of Educational Administration and Management,
Faculty of Educational Studies, submitted to the School
of Graduate Studies in partial fulfilment
of the requirement for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
In the University of Education, Winneba
SEPTEMBER, 2021