Factors Affecting Female Teachers Participation In School Leadership In Government Secondary School In Arsi Zone Of Oromia Regional State

The purpose of the study was to search out the factors that affect female Participation inrnsecondary school leadership in Arsi Zone. To realize these purpose three basic questions relatedrnto major factors that effect on female teacher’s participation in school leadership were raised.rnThe study employed a descriptive survey design that involves the use of both qualitative andrnquantitative methods in data gathering and analysis. Data was gathered from both primary andrnsecondary sources. Primary sources were 115 female teachers, 14 school Leaders (principalsrnvice principals and Supervisors) five Woreda education heads. Purposive sampling techniquernwas employed to select female teachers from nine government secondary schools and Simplernrandom sampling technique was employed to select school leaders at school levels and Woredarneducation heads at woreda levels. The findings of the study indicated that the involvement ofrnfemale teachers in educational leadership seems to show an insignificant increment each year inrnthe last three years. There are different factors that have narrowed female teachers fromrnparticipated in secondary school leadership. These factors are related to institutional Personalrnand Cultural. As institutionalfactor,implementers have minimal knowledge of policies that couldrnempower women in affirmative action, most of the educational leadership positions are occupiedrnby males in schools so that females couldn‘t get opportunities to show their talent, there is nornavailable special support for female teachers, educational institutions have no official effort tornmake females active participants and lack of women role models in educational institutionsrnaffects participation of other women aspiring for leader. As Personalfactor,Women’srnresponsibilities of family child bearing and taking care of home affect their participation inrnleadership,because of their low self-perception the confidentiality of female on their ability, qualificationrnand experience is lowand because of school far from their homes, female are reluctant to acceptrneducational leadership.AsCulturalfactor,Cultural attitude of our school society was notrnencourages women to assume on key educational leadership positions and most people stillrnhaving attitude and perception that decision making power rests with men. In line with the abovernfindings it was recommended that the Woreda, Zonal education offices and regional educationrnbureau should properly implement the strategies and affirmative action and should to establishrnmechanisms to enhance the capacity of female school leaders by providing constant training,rnmaking clear policies of the school in line with strategies of the ministry of education

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