Abstract:
The purpose of this study was to assess the lived experiences of the leadership
challenges of female head teachers in Awutu Senya East Municipality. To conduct
this study, interpretive philosophy, qualitative approach with phenomenology design
was employed. The population of this study consisted of all female head teachers of
public schools in the Kasoa Township in the Awutu Senya East Municipality. The
population was made up of twenty-eight (28) female head teachers of public basic
schools in the Awutu Senya East Municipality. The sample for the study was ten (10).
The ten (10) head teachers were selected using the purposive sampling technique as
the respondents were put into three major groups called circuits. The data were
collected by using interview guide. Qualitative data analysis was employed in order to
reach at results. Specifically, data was analyzed using thematic analysis. The findings
of the study revealed; higher officials make gender bias while selecting school leader;
lack of special support to females to win competition for leadership position in the
education system of the town; they were strong in making decision; females are less
participated as both heads and deputy head teachers: females have capability to lead
primary school; men consider women as their equal counterparts; females have
misconceptions that they will not be successful in leading school; females do not have
plan and set their promotion goals to be school leader. Some of the challenges which
could hinder women representation in educational leadership were for instance,
pressure of home responsibilities, and men dominance of management position. In the
finding, the participants of the study also justified the following as the possible
solution for the factors that affect women representation in leadership. These are
providing training for women(Mentoring), gender awareness campaign, gender
fairness in school leadership position, fighting traditions that hinder the progress of
women, discourage societal discrimination, change family traditional structure
(societal support), sensitize society to accept women leadership, women should be
self-confident women's self -motivation. The study recommended that gender balance
of leadership be seen in schools around the country. There should be more emphasis
put on promoting more women into administrative level positions. Even though it is
set as one goal for equality in the education sector, this is not currently practiced. This
approach needs the voice of women in the education sector, and education authorities
to give a chance for potential women to hold leadership positions.
Description:
A thesis in the Department of Educational Administration and
Management, Faculty of Educational Studies, submitted to the
School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba
APRIL, 2022
