##issue.issue##

##issue.vol## 10 ##issue.no## 3 (2021): Special Issue Gender II

The Participation of Female Teachers in Educational Leadership in Secondary Schools in Ubungo Municipality, Dar es Salaam, Tanzania

https://doi.org/10.56279/jhss.v10i3.92
Sarah Samson Mbogela
Blackson Kanukisya
School of Education University of Dar es Salaam, Tanzania

Corresponding Author(s) : Sarah Samson Mbogela

sarahsamson40@gmail.com

Journal of Humanities & Social Science (JHSS), ##issue.vol## 10 ##issue.no## 3 (2021): Special Issue Gender II

##article.abstract##

This study investigates female teachers’ participation in educational leadership in
secondary schools in Ubungo Municipality, Dar es Salaam, Tanzania. The objectives of the
study are threefold: (i) to explore the participation of female teachers in secondary
schools’ leadership; (ii) to investigate the challenges facing the participation of female
teachers in secondary schools’ leadership; and (iii) to establish strategies for enhancing
the participation of female teachers in the leadership of secondary schools. The study
employs a qualitative research approach using a single case study design. Data collection
methods were interviews, focus group discussions and documentary review. The collected
data were analysed using thematic analysis. The study found that the participation of
female teachers in leadership positions in secondary schools is low (34%) compared to that
of their male counterparts despite female teachers outnumbering male teachers in staff
establishments. Factors behind this low participation included: socialization and gender
stereotype; lack of confidence; gender roles; lack of training, seminars and workshops on
specific leadership positions; and inadequate role models and mentors. As such, strategies
for enhancing female teachers’ participation in educational leadership include
sensitization and gender awareness, gaining academic credentials, the presence of role
models and mentors, and affirmative action initiatives. Since the participation of female
teachers in educational leadership positions is essential to ensure gendered development
in school organization, the study recommended that equality measures be in place to
increase the number of females in leadership positions; and that there is a need to address
challenges that pull back the participation of females in leadership.

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The Participation of Female Teachers in Educational Leadership in Secondary Schools in Ubungo Municipality, Dar es Salaam, Tanzania. (2021). Journal of Humanities & Social Science (JHSS), 10(3). https://doi.org/10.56279/jhss.v10i3.92
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