Social cultural factors affecting sex imbalance in school administrative positions in Lundazi district

Abstract

The study established social-cultural factors affecting the distribution of school administrative positions by sex in selected schools in Lundazi District, Eastern province of Zambia. The study was guided by the following specific objectives; to investigate district education board office, head teachers and teachers’ perceptions on the influence of social-cultural factors on sex imbalance in school administrative positions; to investigate social-cultural factors that are perceived to cause sex imbalance in school administrative positions and; to establish the influence that social –cultural factors have on women teachers in taking up administrative positions in schools.The researcher used a questionnaire and focus group discussion to gather information from the respondents in order to achieve the objectives. The study found that lack of relevant higher qualifications and teachers’ self-perception which resulted from social cultural factors such as the belief that men were born leaders and women were subjects. The marital status of most female teachers had a bearing on their willingness to be relocated to other schools, this closely related to the location of the schools that resulted in less female teachers taking up administrative position in some schools. The experience in years of service had a minimal effect on the promotion of teachers into administrative position as one had to serve for at least two years before consideration could be given for promotion. The study recommended among other things that: the government should ensure that there is an equal distribution of academic progression between male and female teachers. The school administrators should put in place a very strong, transparent and bias free mechanism for rising recommendations for promotions. All stakeholders DEBS, Head Teachers, Teachers and the community) should take women and men as equals where service delivery is concerned. Keywords: gender, girl child education, women, social issues, education, policy.