Female school principals=perceptions of leadership in a male dominated education environment

Many well-known studies on leadership have ignored the perspective of women yet bear an emphasis on the importance of portraying leadership in its entirety. This would mean that all leadership perspectives are included and that leaders are allowed to speak for themselves and about themselves. It is this connection I have sought to establish how women perceive leadership by relating the experiences of four women in school principalship. I have used a factual questionnaire to establish the background of each one but, it is the in-depth interviews that yield the leadership perceptions. Borrowing from phenomenological procedures, the leadership experiences are related as Natural Meaning Units (NMUS) whereby all prior knowledge and possible bias are bracketed out. Reinforced by their journal entries, it is only the voice of the women that is heard. My study reinforces the observation of researchers and feminist scholars that women leaders are not only marginalised but also viewed from a perspective that is not their own. From the study, however, the one element about leadership that emerges as unique is the functioning of transformational leadership elements among women leaders in educational set-ups that are inherently traditional, bureaucratic and hierarchical. This is significant because there is an indication that women leaders are inclined to transformational leadership because it favours their feminine qualities. There is also evidence that school principals can embrace leadership diversity and finally, that leadership and the structures of leadership operation are not developed from without but from within the person of the leader and this is an incorporation of their vision and beliefs. In the context of South Africa, this study should be of potential significance because of the change that is taking place in the development and training of school principals

An interpretive inquiry into girls' educational choices and aspirations: a case study of Murang'a district, Kenya

Global consensus on the importance of gender equity in education is perhaps one of the greatest agreements reached in the twentieth century. However, for countries in the sub Saharan African region where disparities of gender are wide and primary education takes priority, secondary education continues to remain in the periphery. As countries make progress towards the attainment of Universal Primary Education (UPE), the concerns for gender equity and equality have become associated with school access and pupil retention. Yet, patterns and trends in school enrollment suggest that disparities of gender are more complex. As lessons are learned from the achievements and challenges of attaining UPE, it is increasingly apparent that gender disparities within education occur in, within and beyond access to schooling. In other words, the challenge of making education gender equal goes beyond school access and school enrollment. Kenya is a signatory to the 1990 Jomtein Declaration on Education For All (EFA). It is also among the few countries in the sub Saharan Africa region with a significantly reduced gender gap in primary and secondary education. This is in tandem with the third of the eight Millennium Development Goals whose aims bear a broad social and economic development agenda. While education equity is important in Kenya and tremendous progress has been made in primary education, beyond the attainment of Universal Primary Education (UPE) there is an even more significant target; gender equity in education both in primary and secondary education by 2015. The attainment of this target requires more than access to schooling and for this reason it poses great challenges to governments and schools. In light of the progress made in Kenya and the need for more equitable education beyond primary education, this study conceives a need for an incisive examination of education equity priority areas in Kenya. The study argues on the need for a shift of concern and debate from primary education to secondary education because the gains of UPE only become meaningful when education equity is secured in secondary education. The study underscores that beyond school access and retention, education output and outcomes need to become prominent variables because they gauge trends and patterns and the quality of gains made where education is claimed to be both accessible and equitable. Using case study method, the study makes a critical interpretation of the schooling experiences, educational choices, preferences and aspirations of girls taking secondary education in single-sex schools in Murang’a district, Kenya. The study shows that girls schooling experiences are not homogenous and that there are contradictions in the ways that girls experience their schooling and make educational choices. It also shows that girls do not necessarily stand good chances with their education simply because they are enrolled in single-sex schools. The study reveals individual subjectivities and schooling culture to be at the centre of the differences between schools and the schooling experiences that girls have. The two have impact on how girls perceive themselves and their abilities, the preferences they nurture and the educational choices they make. The study draws attention to nuances in access and equity within girls’ education. It draws out issues and nuances linked to gender access, equity and equality with respect to school, teacher and subject access. Though the study is not generaliseable, it shows that in contexts where female access and survival is secured, there is need for attention to be paid to the environments that nurture educational choices and preferences so that the high rates in school access become translated into equally high educational output and outcomes

Methodological Decisions in Context: The dilemmas and challenges of novice African scholars

This paper emerges out of a panel discussion during a PhD week and subsequent 8th International Environmental Education Invitation Seminar held at Rhodes University in 2004 and 2005 respectively. It illuminates some insights into our struggles (as novice African researchers) in trying to respond to contextual realities as we research education and social change in African contexts, seeking insight into what counts as legitimate research in this context. The paper considers our struggles at conceptual, methodological, analytical and data generation levels, and in a politics of research. This is done by means of examples drawn from five current doctoral research projects being undertaken in east and southern African regions, using a review framework that represents fairly common dimensions of PhD research. We conclude that research, when defined rigidly within research disciplines/paradigms (as have been defined in some – primarily Western – research trajectories) may fail to take into account African social and contextual realities when applied uncritically. We argue that there is need for researchers in Africa to consider a multiplicity of approaches if research is to be meaningful in, and responsive to, social and contextual realities. In particular, we argue for taking account of socio historical and socio-cultural contexts in creating African epistemology in and through research

‘I don’t find it hard!’ They defied the gendered norm in science!

Science, technology, engineering and mathematics (STEM) subjects offered as a discipline in schools demand that learners engage in critical thinking, problem-solving, creativity and innovation. The subjects develop logical thinking, information literacy and exploration, all essential skills to survive work-life demands in the 21st century. The reality however is that STEM is perceived as challenging to master and constructed as a masculine discipline. Therefore, there is a high prevalence of gender stereotypes affecting female access. While gendered beliefs and practices are known to reduce access to STEM, research does not accentuate the positive on women and girls that have broken the barriers in science as the few studies are predominantly from the West. However, increasingly, Kenya National Examination Council results indicate the rise of women in STEM. A selection of successful girls and teachers in a public secondary school in Taita Taveta County, Kenya was taken. Drawing from focus group discussions,interviews and documents, the qualitative study demonstrates an invincible trend where an interplay of positive influences, strong self-efficacy and motivation have become anchors toward girls’ successful engagement in STEM. Findings confirm the postulates of the expectancy-value theory that students’ self-concepts and intrinsic value determine their aspirations, subject choices and achievement

School leadership preparation in Tanzania

There is consensus that educational leadership has a significant impact on learning outcomes in schools (Bush and Glover, 2014; Leithwood and Jantzi, 2008) . This understanding is evident in Tanzania’s long-term vision for education (Ministry of Education and Vocational Training, 2004; United Republic of Tanzania, 1999) . Leadership preparation programmes offered by public and private colleges and universities aim to improve the quality of educational leadership in Tanzania, with the major providers being the University of Dar es Salaam, the Agency for the Development of Educational Management (ADEM) , the Dar es Salaam University College of Education and the Aga Khan University Institute for Educational Development, East Africa. Leadership preparation programmes in Tanzania range from academic degrees to diplomas to certificates and short courses. The training opportunities notwithstanding, most education leaders in Tanzania assume office without requisite leadership