Hellen Kiende GuantaiE83/CTY/11766/2008

SupervisorsDr George Onyango and Prof Fatuma Chege

1

2

• Historical trends around the world have indicated women under-representation at all levels of educational management(Ouston,1992,Reece,2009,Linge,2010)

• Research has indicated that women have been unable to break through organizations ladders to remain at periphery of organizational structures ,egTlaiss,2010,

• The teaching profession –Evidence of female under-representation in management,ILO,2012

Background to the study

3

Problem Statement• The education sector reveals women under-representation

in academic institutional leadership.• For example, in Kenya, women constituted only 24.5%

of all public secondary school principals in 2010(TSC,2010).

• Further studies have revealed structural and cultural barriers working within organizations that have led to under-representation at senior levels.

• There are hardly any systematic studies focusing on organizational barriers and coping strategies employed by secondary school principals.

4

ObjectivesThe objectives of this study were to:1. Identify the organizational barriers that female

secondary school principals encounter as they ascend to principalship in Meru, Isiolo and Machakos counties.

2. To identify the coping strategies that female teachers embraced to overcome organizational barriers to principalship.

3. To establish the coping mechanisms that female principals employed to remain successful in the school organizations.

5

Research questionsThe study sought to answer the following research

questions:1. How do the various aspects of organizational

recruitment practices hinder secondary school female teachers from rising to the position of principal ?

2. How do biased organizational cultural practices influence female teachers upward mobility to the management position of principal?

3. How does mentoring, tokenism and organizational networks affect female secondary school principals upward mobility to senior management position?

Research questions continued4. What coping strategies have been

embraced by secondary school female principals to overcome the organizational barriers?

5. What coping mechanisms have been embraced by secondary school principals to remain successful in their careers?

6

Research Hypothesis1. There is no significant difference between

female principals of public and private secondary schools in terms of recruitment practices as an organizational barrier.

2. There is no significant difference male and female principals in terms of organizational cultural practices as an organizational barrier.

3. There is no significant difference between public and private schools in terms of coping strategies that secondary school principals embrace to overcome

7

Hypothesis continued.The organizational barriers.4.There is no significant difference between

male and female principals in the coping strategies adopted to overcome the organizational barrier on intimidating organizational cultures as an obstacle to upward mobility of secondary school female teachers

8

9

Theoretical framework

The study was anchored on two theories.

1. Theory of gendered organizations( Joan Acker,1994)2. Liberal feminism theory by Melanie lord .

Conceptual framework

10

FEMALE MOBILITYORGANIZATIONAL BARRIERS

•MENTORING :Lack of role models .Absence of mentors Lack of coaching

•TOKENISM: High Visibility Additional work pressure. Loneliness and Isolation

Promotion rates.

Number of women managers.

Morale for potential women

managers.

Turnover rates.

Status quo.

Resignation

Women managers become

critical of management issues.

Seeks alternative form of

fulfillment.

Silence

ORGANIZATIONAL NETWORKS•Informal networking .Demographic Composition.•Old boys’ networks .A person’s gender

ORGANIZATIONAL CULTURE: Cultural stereotyping.•Male dominance. Societal expectations. Organizational climate.

ORGANIZATIONAL PRACTICE: Managerial selection and recruitment •Lack of clear policy to guide practice. Discriminatory organizational practices.•Work family conflict. Promotion criteria Organizational procedures::

Literature gapsReview of relevant literature was done guided

by thematic areas generated from objectives.Literature gaps identified included: Most

studies reviewed focused on social -cultural factors that affected female teachers upward mobility and very few on organizational barriers and coping strategies.

Most of research done on female under-representation focused on higher levels of learning with very few on the secondary level of schooling.

11

12

Research MethodologyResearch design: Descriptive survey designLocale: Meru, Machakos and Isiolo Counties.

13

Target Population Respondents: All female secondary school

principals(248),all male pricipals,260, all female secondary school deputy principals(263), all district educational officers(22) and quality assurance officers (22)from the three counties.(825)

Schools:248-headed by female principals(78 from meru,6 from isiolo and164 from machakos),260 schools headed by male principals(80 from meru,10,Isiolo and 170 from machakos).Total number of schools was 508.

14

Sampling proceduresSchools-Stratified random sampling was used to put the

schools within the respective strata's: Public and private schools.

Schools were further categorized into girl public, girls private, mixed public and mixed private schools.

Simple random sampling was be used to select respondents from the respective strata's.

RespondentsFemale principals :Stratified random sampling was used to

place respondents into the respective categories.

Simple random sampling was used to pick from each of the strataMale principals-Stratified random sampling to put them in the

respective categories.Simple random sampling was used to pick from each of the strata.Deputy principals-Simple random sampling was used to pick the

deputies from the preselected strata.

Census survey was done for District Education Officers and quality Assurance and Standard officers.

15

16

Research Instruments1. Organizational barrier questionnaire for both female

and male principals.2. Organizational barrier questionnaire for female

deputy principals3. Interview schedule for DEO’s and DQASOs

17

Data AnalysisObjective 1 and 2-Generated both qualitative and

quantitative data where quantitative data were analyzed using various statistics like means,pecentages and ANOVA.

Qualitative data were organized into themes categories and patterns pertinent to the study.

Objective 3 and 4-Generated qualitative data.ANOVA was used to test hypothesis. It was suitable

because it is used to test means between and among groups or variables for significant differences.

Findings

Objective 1:To identify the organizational barriers that

female principals encountered as they ascended to principalship.

Principals and deputy principals opinions were sought on specific organizational barriers.

Likert scale was usedInterpretation-below a mean of 3.0(positive

influence),3.0( Neutral,)above 3.0(Disa-agreed)

18

Organizational barriersThe organizational barriers that were focused

on included:1.Recruitment practices2.Biased cultural practices3.Tokenism4.Lack of mentoring5.Organizational networks

19

1. Recruitment PracticesRecruitment Practices Principal

sDeputies

Biased recruitment process against female teachers

2.6 2.0

Selection criteria which is gender specific and not qualification specific

2.8 2.3

Intimidating interview panels where the male gender is favored

2.6 2.5

Biased promotion criteria where female principals are disadvantaged

2.6 2.3

Interviews conducted far from the schools where female teachers may not attend due to work and family conflict

2.3 2.7

20

Hypothesis testingThere is no significant difference between

female principals of public and private schools in terms of recruitment practices as an organizational barrier female teachers encounter as they ascend to principalship.

ANOVA was used to test the hypothesis at a significance level of(0.05).All the recruitment practices had p-values that were greater than 0.05(0.28.0.43,0.56,0.52,0.6 and 0.14)This means that there was no statistical difference in means between school category and managerial recruitment practices.

21

2. Organizational cultureAspects of organizational culture Principa

ls(Mean)

Deputies(Mean)

Cultural norms where the women's place is supposed to be at home

2.4 2.2

Male dominance in organizations where female headship is sidelined

2.2 2.0

Oppressive traditional beliefs where women aspirations and competencies are ignored

2.3 2.0

Societal prejudices against the female gender 2.5 2.0Organizational rituals and practices that discriminate againist the female gender

2.4

Sexist practices that portray female gender as sex objects

2.4

22

Hypothesis testing: Organizational cultural practices by school categoryThe study tested two null hypotheses in relation to

Organizational cultural practices and upward mobility.There is no significant difference between female

principals of public and private schools in terms of biased cultural practices as an organizational barrier that hinders female teachers upward mobility.

ANOVA was used. All p values were greater than( 0.05)P-values (0.69,0.21,0.28,0.07)hence failed to reject the null hypothesis and affirmed that school category was not a barrier to upward mobility as far as biased cultural practices were concerned.

23

Hypothesis testing by genderThere was no significant difference between

male and female principals in terms of organizational cultural practices as a barrier hindering teachers from accessing principalship.

ANOVA was used. All p-values were greater than (0.05) P-values(0.40,0.62,0.97,0.61)

Researcher fails to reject the null hypothesis and affirm that gender of the principals was not a barrier to upward mobility of female teachers as far as biased cultural practices were concerned.

24

3. TokenismTokenism practices principal

sdeputies

High visibility of female principals where women feel intimidated

2.2 2.1

Additional work pressure which discourages female teachers

2.2 2.3

Loneliness and isolation of female principals

2.5 2.9

25

4. MentoringMentoring process Principals Deputie

sAbsence of mentors to motivate teachers to become heads

2.2 2.1

Dominance by male principals as mentors hence female teachers are victimized

2.2 2.0

Female teachers who are unwilling to mentor others fearing competition

2.1 2.1

26

5.organizational networksNetworking practices Principals DeputiesPresence of old boys networks where decisions are made in absence of female gender

2.3 2.3

Absence of girls networks within the organization

2.1 2.1

Canvassing among male networks 2.2 2.1

27

Objective 2To identify the coping strategies that

female principals embraced to overcome the organizational barriers.

Respondents were asked to rank the most effective coping strategy to overcome the specific organizational barriers presented.

The ranking was 1-most important,2-neutral,3-least important

28

Categories of organizational barriersThe specific barriers addressed included1.Biased cultural practices (Leadership that

excludes women, promotion tied to transfers, promotion tied to long experience.

2.Intimidating organizational practices(Leadership that looks down upon the women, male dominance, societal expectation of women doing domestic duties in formal organizations.

3.Lack of female mentorship( lack of women professionals,un willing female principals to mentor and old boys networks

29

Biased cultural practices :Leadership training that excluded women

Coping strategies

Most important

Neutral Least important

p D P D P DI challenge the training in the staff room

27.9 35.5 31.0

34.8

41.1 29.7

I lobby for female support

34.1 33.3 29.5

33.1

36.4 33.1

I assert my self in presenting the qualifications

49.6 53.9 21.8

17.7

26.6 28.4

30

Biased cultural practices :Promotion tied to transfersCoping strategies

Most important

Neutral Least Important

P D P D P DI seek family support

41.5 33.8 30.5 36.7 28.0 29.5

I lobby to be retained in the neighborhood

31.0 23.1 27.8 32.1 41.3 44.8

I express my willingness to serve any place

41.5 57.6 21.1 16.0 37.4 26.4

31

Biased cultural practices : Promotion based on long experience

Coping strategies

Most important

Neutral Least important

P D P D P D

I ensure I meet the basic promotion criteria

70.9 89.3 12.8 8.7 16.2 2.0

I lobby for support from immediate boss

21.5 14.4 48.5 68.9 30.0 16.7

I bribe my way through

11.9 4.7 14.4 9.3 73.7 86.0

32

Hypothesis testing on coping strategies by school categoryThere is no significant difference between

public and private schools in terms of coping strategies embraced by female principals to overcome organizational barriers.

ANOVA was used at a significant level of 0.05.P-vaues(0.80,0.25,0.32,0.29,0.97 and 0.42).There

were greater than 0.05 and we fail to reject the null hypothesis hence the study affirms that there is no statistical basis to claim that coping strategies were different in the different school categories.

33

Intimidating organizational culture: Women leadership looked downCoping strategies

Most important

Neutral Least important

P D P D P DI ensure I meet the basic promotion criteria

65.8 74.0 18.8 18.0 14.4 8.0

I lobby for support from immediate boss

37.9 34.3 41.9 46.0 20.2 19.7

I bribe way through

16.7 10.0 15.0 22.3 68.3 67.7

34

Intimidating organizational culture: Male dominanceCoping strategies

Most important

Neutral

Least important

P D P D P DI ensure I meet the basic promotion criteria

57.5 64.1 22.1 23.1 20.4 12.4

I lobby for support from immediate boss

39.8 39.3 35.8 42.8 24.4 17.9

I bribe way through

25.0 15.1 17.5 19.8 57.5 65.1

35

Intimidating organizational culture: Women taking domestic roles in professional foraCoping strategies

Most important

Neutral Least important

P D P D P DI resist the practice

38.7 37.0 18.0 26.8 43.2 36.2

I demand gender equality in school activities

55.5 56.8 28.1 33.1 16.4 10.1

Encourage males to serve both men and women

35.0 33.3 27.4 27.5 37.7 39.1

36

Hypothesis testing on intimidating cultures by genderThere is no significant difference between male

and female principals in the coping strategies adopted to overcome the organizational barrier on intimidating organizational cultures.

ANOVA was used to test the hypothesis at a significant level of( 0.05) P- values were greater than 0.05(0.39,0.32.0.53,0.18,0.73,0.46,0.79,0.13 and 0.97)

This means that gender did not influence how female teachers coped with intimidating organization cultures

37

Lack of female mentorship: Lack of women professionalsCoping strategies

Most important

Neutral Least important

P D P D P DParticipate in women professional network

51.4 50.0 27.9 25.7 20.7 24.3

Create girls networks

36.7 39.1 34.2 29.3 29.2 31.6

Encourage female teachers to look up for professional support

45.4 44.2 17.6 29.0 37.0 26.8

38

Lack of female mentorship: Old boys networksCoping strategies

Most important

Neutaral Least important

P (%) D (%) P (%) D (%) P (%) D (%)Look up for other relationship positions to join

33.9 33.8 24.3 31.6 41.7 34.6

Create girls networks where female teachers are linked

41.8 47.8 33.6 27.2 24.6 25.0

Establish female friendly channels of communication

42.4 42.7 18.6 25.2 39.0 32.2

39

Lack of female mentorship: Un-willing female principals to mentorCoping strategies

Most important

Neutral Least Important

P D P D P DI befriend female principals

25.4 20.3 30.5 27.1 44.1 52.6

Try to trust female principals

31.6 24.6 33.3 46.3 35.0 29.1

I work in close collaboration with female principals

61.4 70.3 12.3 14.9 26.3 14.9

40

Coping mechanismsObjective 3:To establish the coping mechanisms

embraced by female principals to remain successful in the school organizations.

The following coping mechanisms were identified:Further training to enhance their skills. Being courageous and remaining focused. Creating networks and support groups where

female principals would be empowered.

41

ConclusionsBiased recruitment process hindered female

upward mobility and that organizational cultural practices locked female teachers out of leadership.

Absence of organizational links and networks locked women out of leadership.

Female teachers must be assertive in order to overcome the barrier on leadership that excludes them from management.

Female principals require to update their skills in order to remain successful in management positions.

42

Recommendations: Organizational barriers Interview panels should be gender balanced

and gender sensitive.

43

Recommendations: Cultural practices

1.MOE and TSC to embrace reforms that will entrench a culture of gender inclusivity in School organizations so as to counter masculine tendencies that do not embrace the enforcement of the affirmative action in favor of women leadership.

44

Recommendations: Mentoring

1. School to put mechanisms in place to ensure that mentoring is anchored within organizational frameworks as well as embrace succession management with more focus on female leaders.

45

Recommendations: Coping Strategies1. Promotion tied to transfers and inflexible

working schedules should be done away with since they exclude women from leadership.

2. School organizations should establish support systems for female teachers which initiate and boost their confidence.

46

Recommendations : Coping mechanisms

1.School organizations should establish support mechanisms and assist female teachers to access net works

2.Principals to be encouraged to attend professional for a.

47

Thank You