Factors influencing low participation of female teachers in public primary school leadership in Tanzania: A case of Mtwara District Council

Mwanache, Elizabeth Erasto (2019) Factors influencing low participation of female teachers in public primary school leadership in Tanzania: A case of Mtwara District Council. Masters thesis, The Open University of Tanzania.

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Abstract

This study explored factors influencing low participation of female teachers leadership, focusing on public primary schools in Mtwara district council, Tanzania. The study was guided by three specific objectives; to identify procedures and qualifications used in promoting normal primary school teachers to leadership positions, to identify major challenges which cause female teachers not being selected to head primary schools and to examine administrative strategies to enhance female teachers’ participation in leadership of public primary schools. A case study design was employed with a sample of 45 respondents. Data was collected through questionnaires, interview and documentary review. Major findings of the study indicated that, appointment of teacher to head primary school were considering all ethics, qualifications. Also appointment of teachers to head primary schools did not having elements of favoritism, appointments of female teachers to head primary schools was given priority, gender balance to leadership positions in Tanzania acted as a blessing to female teachers to be appointed to head primary schools in Mtwara, appointment based on person factors. The study recommends that; District education officers should ensure that procedures and qualification in appointing female teachers were binding in such appointment favouritism and other un-ethical actions/practices were banned in such sensitive government decisions, district education officers should make sure female teachers were not considered in the process of appointing primary school head teachers , a process which would encourage female teachers that they were valued as male teachers in leadership, and district education officers should ensure that priority is given to female teachers to upgrade themselves in different teaching and professional knowledge

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