Factors Affecting Female Teachers Participation In Educational Leadership In Secondary Schools Of West Wollega Zone

In Ethiopia, women‘s proportion in leadership positions is very limited relative to their male rncounterparts in status posts in general and educational leadership in particular. The general rnobjective of this study was to assess the factors that affect women’s teachers’ participation in rneducational leadership in secondary schools of the West Wollega zone. A descriptive survey rnstudy with a mixed research approach was employed. That means, data obtained through the rnclose-ended questionnaire was analyzed quantitatively by using SPSS Software version 20 while rnthose obtained through open-ended questionnaires and interviews and document analysis are rnanalyzed qualitatively. Totally 184 respondents were selected as samples. School leadership rnquality is among the biggest factors ensuring high-quality student learning worldwide. Women's rnschool leaders develop greater interactivity with children, helping them achieve greater rnengagement with learning and better results. The majority of the participants perceive those in rnprincipalship positions to have both feminines of masculine characters while one-third of them rnsaid that they perceived principals with a character with assertiveness, aggression, high self esteem, and self-confidence or in short with masculine characters. While this is so three fourth of rnthe female teachers include this study never aspired for leadership positions at the beginning of rntheir careers. Additionally, choosing from issues involved in recruitment and selection about rnnearly half of the respondents said that it is the attitude of recruiters is the most influential. rnWhile one-fourth of them claimed that the criteria for recruitment are not clear and rnunderstandable while some of them said that ‘caring for children’ takes the upper hand for them, rnas a barrier to enter leadership positions followed by ‘getting married’. From among the rnpersonal barriers ‘educational background’ and ‘Childhood background’ of female teachers had rntaken the lead in influencing factors. Based on the findings it is recommended that policymakers, rncity Administration officers and immediate supervisors assert gender-sensitive issues in the rnmaking of policies to hire or promote principals to higher educational levels

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