FACTORS THAT HINDER WOMEN’S ACCESS TO MANAGEMENT POSITIONS IN GOVERNMENT AIDED SECONDARY SCHOOLS IN UGANDA: THE CASE OF EASTERN REGION
GIDUDU, HANNAH LUNYOLO
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This research explores the factors that hinder women‘s access to management positions in Government Aided secondary schools in Eastern Uganda, a matter insufficiently addressed by previous research by other scholars. The general objective was to establish these factors that hinder women‘s access to management positions in the said Government Aided secondary schools in the study area. Gender Equality Theory undergirded this research. A conceptual framework helped to focus on the variables that hinder women‘s access to management positions. Descriptive Survey Research Design was used. The study population was 18 female head teachers, 460 female teachers, 32 Chief Administrative Officers (CAOs), 32 District Education Officers (DEOs), and 32 Gender Focal Persons (GFPs). The sample was 5 CAOs, 5 DEOs, 5 GFPs, 5 female head teachers, and 210 female teachers. Purposive and simple random techniques were used to select the respondents. An interview schedule, a questionnaire and documents analysis were used to collect data. Data was analyzed using descriptive analysis, and Epi Info 7. The study established barriers to gender parity that included: socio-cultural, religious, home-based, individual, education level, discrimination, male dominated interviewing panels, and negative criticisms. Female head teachers experience unique challenges like balancing career work and family responsibilities, sexual harassment, socio-cultural and religious factors. Covert organizational practices like inadequate resources, biased structures, lack of transformation, negative work-identity perceptions, and work-life balance are a threat to women leadership. Given the existing gaps in available research, the study provided a new context relating to the factors that hinder women‘s access to management. The researcher recommends that: the Government should increase the number of female head teachers, balance interviewing panels, discipline culprits, streamline roles of politicians in schools, sensitize stake holders, and implement gender equality policies.