Exploring the low participation of women in leadership positions: A case of government- aided secondary schools in KCCA, Uganda.

Abstract

This study explored the low participation of women in leadership positions in Government- aided secondary schools in Kampala Capital City Authority, Uganda. Using the role congruity theory to guide the study, these objectives were generated; to identify the salient issues that determine the likelihood of women to acquire leadership positions, understand the barriers which women face in their quest to attain leadership positions, and strategic actions for developing women leaders in Government -aided secondary schools. The study adopted the qualitative phenomenological research design on a sample of fourteen purposively selected Head teachers and members of the Education Service commission. Data were collected using an interview guide. Data were transcribed and then coded using Nvivo so as to explore the themes and graphical figures. The narrative description and direct quotations results showed that women attainment of leadership positions is influenced by job description and societal expectations but for the tradition recruitment approaches, it is their competence that stands. Emotional disposition, religious inclination and family responsibility versus work balance are barriers women have to contend with. Therefore, to foster women attainment of leadership positions, both formal and informal training, building self-esteem, and institutional networking had to be done. The study recommended that Human resource officials should annually revise the employee recruitment and retention policies to allow for flexibility, female employees should pursue further studies to compete favourably, and also successful women and institutions should mentor young women to motivate them to seek leadership positions.