Social cultural factors affecting sex imbalance in school administrative positions in Lundazi district
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Date
2019
Authors
Mkandawire, Songelo
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
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.
Description
Thesis
Keywords
Gender--Girl child education , Girl child-- Education policy--Zambia