Promoting Female Primary School Leadership in Ethiopia: Countering Culture

Autor/inn/en	Melka, Tizita Lemma; Warkineh, Turuwark Zalalam; Sperandio, Jill
Titel	Promoting Female Primary School Leadership in Ethiopia: Countering Culture
Quelle	50 (2020) 1, S.4-24 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1324-1702
Schlagwörter	Women Administrators; Instructional Leadership; Elementary Schools; School Districts; Foreign Countries; Disproportionate Representation; Females; Gender Differences; Leadership Role; Principals; Administrator Attitudes; Assistant Principals; Teacher Attitudes; Cultural Influences; Sex Role; Socialization; Career Development; Equal Opportunities (Jobs); Barriers; Family Work Relationship; Ethiopia + Suchen Sie Ihr Suchwort? Weibliche Führungskraft; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Grundschule; Volksschule; School district; Schulbezirk; Ausland; Weibliches Geschlecht; Geschlechterkonflikt; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Lehrerverhalten; Cultural influence; Kultureinfluss; Geschlechterrolle; Socialisation; Sozialisation; Berufsentwicklung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Äthiopien
Abstract	This study sought to identify the factors contributing to the ongoing under-representation of women in primary school leadership in Ethiopia with the larger aim of developing recommendations for interventions to rectify this situation. A qualitative research plan was adopted that sought to identify factors through an examination of the lived experiences of women principals in primary schools in Bahir Dar, Ethiopia's third largest city. Data were collected from interviews with 20 women serving as principals, vice-principals and teachers, analysis of documents at the national, regional and district level and observations at seven primary schools in Bahir Dar. Findings suggest that cultural factors including gender bias regarding leadership, and socialisation of girls for domestic roles and responsibilities that limit aspirations, combine with structural and institutional factors that make leadership positions difficult to access for women. These include gender bias in appointment and transfer procedures, lack of support and training at district education office level, the lack of a transparent career path, and appointments to schools that present greater challenges specifically to women. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01