Female teachers' accessibility to management positions and their job performances in Tanzania: a case of Geita town council public secondary school
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Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Unversity of Dar es Salaam
Abstract
This study was undertaken in Geita Town Council to investigate female teachers’ accessibility to management positions and their job performance in public secondary schools. The study focused on exploring the allocation of female teachers in school management positions and their job performance in various schools and to find out the extent and reasons for their allocation in management positions. The study also aimed at investigating community members’ perceptions toward female teachers in management positions, challenges facing female teachers in management positions and finally to suggest practical measures for improving female teachers’ accessibility to management positions and their job performance. A case study was employed because the researcher wanted to reveal in-depth information on the accessibility of female teachers to management positions and their job performance. The study employed qualitative approach in collection of both primary and secondary data whereby 50 respondents from selected Geita Town Council’s secondary schools were interviewed during the study. The study employed a range of data collection methods including interviews, observations, documentary review and secondary data collection method. Qualitative data collected during the study were analyzed through thematic technique. Regardless of the various efforts made by the government in addressing gender disparity in various management positions, findings have shown that female teachers are few and unevenly allocated in school management positions due to various factors including family responsibilities, age and experience. Furthermore, findings revealed several challenges facing female teachers’ accessibility to management positions particularly cultural aspects of the societies including family duties as well as government policy. Based on the research finding, the community appreciated the participation of female teachers in management positions. They showed positive perceptions on female teachers in school management team in various aspects like discipline, trustfulness, accountability, time management and efficacy in their job performance regardless of being few in number compared to men. The study concluded that, women tend to perform well when they were assigned to different management positions. However, among other things, male dominance culture enhanced gender disparity in school management teams. The study recommends that, improvement of teaching infrastructures, female network, formulation and implementation of a clear gender policy could be among the best measures to rectify the situation. In addition, the education stakeholders including MoESTV should formulate gender policies and guidelines that will effectively be used in SMT appointment process in public secondary schools. PMOALG should retrieve and update the database from the MoEVT as well as to provide new BEST version for 2014, 2015 and 2016.The research also recommends a comparative research on female teachers’ accessibility to management positions and their job performance in Advanced Level schools (‘A’ Level) and higher learning institutions i.e. colleges and universities.
Description
Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB2837.T34E66)
Keywords
Women teachers, Management, Job perfomance, Public schools, Geita town council, Tanzania
Citation
Enos, R. (2016) Female teachers' accessibility to management positions and their job performances in Tanzania: a case of Geita town council public secondary school, Master dissertation, University of Dar es Salaam, Dar es Salaam