Examining Challenges faced by Female Teachers in attaining Leadership Positions in Uganda: A Case Study of Secondary Schools in Gulu City

Charles Kidega; Ibeakamma Chinazaekpere Ugochinyere; Misbah Shafait Abbasi; Awila George

doi:10.53103/cjess.v5i1.286

Authors

Charles Kidega Zhejiang Normal University, China https://orcid.org/0009-0004-2646-2219
Ibeakamma Chinazaekpere Ugochinyere Zhejiang Normal University, China
Misbah Shafait Abbasi Zhejiang Normal University, China
Awila George Zhejiang Normal University, China

DOI:

https://doi.org/10.53103/cjess.v5i1.286

Keywords:

Challenges, Female Teachers, Leaderships, Secondary School, Uganda

Abstract

Gender disparities still exist in administrative roles in favor of male teachers; most female teachers in most of the secondary schools in Gulu City are just classroom teachers. Many women are employed as classroom teachers, but female teachers are not given equal treatment to join the administrative leadership in most secondary schools. The study employed a qualitative research approach, and a case study design was used to establish the results. A sample of 40 participants was involved in the study namely: 5 head teachers, 5 deputy head teachers, 25 teachers, and 5 officers from the Directorate of Education Standards. The random sampling method was to choose the five secondary schools in Gulu City, including private and government schools. Headteachers, deputy headteachers, and teachers were also sampled purposively. In-depth interviews, focus group discussions, and document analysis were used to collect the data. The data were then analyzed thematically and coded with the help of NVivo software. Lack of self-esteem, actualization, role modelling, mentoring, and teamwork were the major barriers limiting female teachers from taking leadership roles in schools. The study suggested that policies should be established based on gender ratio for school administrative appointments and develop mentoring and role modelling programs for female teachers. Ensure that school administrative positions are filled based on merit to promote female teachers pursuing administrative roles.

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