The Social Learning Theory and Gender Representations in Leadership Positions. A case of Health Sector in Tanzania

Abstract

Using the Mbinga council as a case, this study sought to document the influence of the social learning theory on gender representation in leadership positions in the Tanzanian health sector. Interviews, semi-structured questionnaires, and a literature review were used to collect data. The Statistical Package for Social Sciences (SPSS) version 20 was used to analyze quantitative data while content analysis was used to analyze qualitative data. The study revealed that in the Tanzanian health sector, the number of women employees is more than that of men, with most of them holding lower positions, which is directly associated with the socialization of boys and girls during their upbringing. Based on the study findings, the study concludes that, despite Tanzania being a signatory to many gender-related international conventions and having many-gender related laws, policies and programs, the gender gap in leadership positions in the health sector is still wide, caused by, among other things, how males and females were brought up. Therefore, full commitment is needed, starting at the family level, to challenge the patriarchal system in the raising of male and female children. Based on the study findings and conclusion, the study recommends that: (i) the government should raise awareness at the grassroots level of discriminative norms and traditions to discourage them. (ii) multiple actors should collaborate (i.e., the family, schools, organizations, the private sector, non-government organizations (NGOs), faith-based organizations (FBOs), community-based organizations (CBOs), the local communities themselves and the state) to ensure gender equality in raising children, which will improve gender representation in administrative leadership positions.