Exploration of Teachers’ Perceptions on Female Leadership in Female-led Public Secondary Schools, in Nandi County, Kenya

Abstract

The study focused on the exploration of teachers’ perceptions on female leadership in female-led public secondary schools, in Nandi County, Kenya. The objectives of the study were to find out teachers’ perceptions of female leadership in Nandi County and whether there is a significant difference in teachers’ perceptions on female leadership in Nandi County. The study employed a descriptive cross-sectional research design. The respondents of this study included teachers and a government representative. The researcher used questionnaires and an interview schedule. The data analysis was done using descriptive statistics. The findings of this study indicated that 86.18% of the teachers agreed that females’ leadership in secondary schools in Nandi County positively influences the academic performance of the learners. 88.95% agreed that female leadership enhances discipline in secondary schools. 87.90% agreed that female leadership improves school infrastructural development while 73.93% that year of experience is an important consideration for appointment into leadership positions. There was a significant difference in the perception of teachers on female leadership between County and Sub-County schools in academic performance (p=0.05=0.05). There was a significant difference in the perception of teachers on infrastructural development between Extra-County and Sub-County (p<0.05) and Extra-County and County (p<0.05). There was no significant difference in the perception of teachers on discipline across the four categories of schools. There was a significant difference in teachers’ perception on female leadership in years of experience between National and Sub County (p<0.05) The conclusions drawn from the findings of this study were that Female leaders in National and Extra- County schools are perceived to perform better than their counterparts in County and Sub-County schools. The study recommended that school administration should empower female teachers into leadership positions either as subject heads, class teachers, or department heads to prepare them for higher leadership positions. The study further recommended that the Ministry of Education and Teachers Service Commission should sensitize female leaders on matters of school infrastructural development and general discipline of the school.