Browsing by Author "Gwandi, Isuja Juma"

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    Exploration of perceived headmistresses’ roles, challenges and prospects in schools in Kondoa district, Tanzania.
    (University of Dar es Salaam, 2018) Gwandi, Isuja Juma
    This study reports the findings of the perceptions towards headmistresses’ roles, challenges and prospects in public secondary schools in Kondoa District. Specifically, the study was set to explore the perceptions of the parents, teachers and students towards the headmistress’ in the supervision of teaching and learning, resources mobilization and utilization, in promoting social welfare and, finally, to ascertain challenges and prospects in their respective schools. The study was guided by the three theories, namely the Feminist Theory, Trait Theory and Transformational Theory and underpinned by an interpretive research paradigm. It adopted a qualitative methodology using a case study design. Three secondary schools headed by headmistresses in urban area were sampled for the study and the target population was teachers, students, parents, headmistresses and education officers. The data were collected from 73 participants through un-structured interviews and focused group discussions. The data obtained were analyzed through content analysis, presented in percentages and descriptions that were supported by quotations from the interview and focus group responses. The findings indicated that majority of teachers, students and parents had positive perceptions towards the ability of headmistresses in the supervision of teaching and learning, in mobilizing resources and its utilization. 80% of students and teachers pointed out that the female heads of schools were capable of promoting social welfare in their respective schools. However, the female heads of schools faced some challenges, including the lack of cooperation from parents in taking their responsibilities. Notwithstanding the challenges, most of the teachers, students, parents, the Education Officer and headmistresses themselves believe that they are good leaders who can raise the academic performance in the schools they head. Following these findings, the study recommends that the responsible authorities should give opportunities for female teachers to hold various managerial positions. It is advised that all education stakeholders, including the Government should educate the society about leaders’ traits to move them from the thinking that good leaders are determined by their gender, which is often a misconception that men can make good leaders than women.