Educational Research

Educational Research (ISSN: 2141-5161) Vol. 5(7), pp. 241-250, August 2014. DOI: http:/dx.doi.org/10.14303/er.2014.200. Copyright © 2014 International Research Journals

 

Full Length Research Paper

Socio-cultural Factors  that Hinder Women’s Access to Management Positions in Government Grant Aided Secondary Schools in Uganda: The Case of Eastern Region

1Gidudu Hannah Lunyolo, 2T.M.O. Ayodo, 3Betty Tikoko and *4Enose M.W. Simatwa

1Department of Education, Uganda Christian University, Mbale Campus, Uganda

2Faculty of Theology, Education and Arts, Kabarak University, Kenya

3Department of Education, Kabarak University, Kenya

*4Department of Educational Management and Foundations, Maseno University, Kenya

*Corresponding Authors E-mail: simatwae@yahoo.com

Abstract

 

The need for women participation in management positions in secondary schools in Uganda is significant to ensure sensitivity within schools for the good of adolescent girls. In addition, to provide girls beginning to consider career choices with role models of women decision-makers, women leader, and to address issues of social justice by providing gender equity between adults within the education sector. Quite often women have been marginalized. Their rights and contributions have not been recognized. Accordingly, they have been deprived of accessing management positions in Government Grant-Aided secondary schools. The exclusion of women in decision making positions makes Africa lose human resource in development. It is against this background that this study attempted to critically explore the factors that hinder women from accessing management positions in Government Grant-Aided secondary schools.  The conceptual framework helped to focus on the variables that hinder women’s access to management positions in Government Grant-Aided secondary schools in Uganda. The descriptive survey research design was used in the study. The study population was 18 female head teachers of secondary schools, 460 secondary school female teachers employed by the Education Service Commission, 32 Chief Administrative Officers, 32 District Education Officers and 32 Gender Focal Persons employed by Uganda Local Government in Eastern Uganda.  The study established an array of barriers to women’s access to management positions in Government Grant Aided secondary schools. They are social, cultural, religious, home-based, individual, education level, Government policies, and political barriers. That is, discrimination by cultural and religious beliefs, political, social norms, male dominated interviewing panels, sexual harassment, limited support from various stake holders, and negative criticisms by men hinder women from accessing management positions in Government Grant-Aided secondary schools. 

Keywords: Women, participation, secondary schools, Government Grant Aided, Uganda  

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