Inclusion of Women in School Management and their Subordinates’ Perception: A Case of Masvingo, Zimbabwe

 

 

 

 

Excellent Chireshe

 

 

 

Abstract

 


The study sought to establish the extent to which women have been mainstreamed in management in educational settings, with specific reference to primary and secondary schools in urban Masvingo, Zimbabwe. Specifically, the study sought to establish the extent to which women were represented, numerically, in management (as heads) as well as how their management was perceived by subordinates. Questionnaires and interviews were used to collect data from 30 respondents (18 female and 12 male) purposefully drawn from five female-headed schools (two high and three primary). The study revealed that females headed five schools in urban Masvingo. Thus there was notable representation of women in school management. It was concluded that the education sector has a gender responsive culture. It was also concluded that gender does not have a bearing on leadership competence as some females were perceived as excelling in leadership. Recommendations were made to the Ministry of Education and Ministry of Gender to encourage women to take up leadership positions by giving them substantive posts and to sensitize society in general that school management is not a male domain.         


Contact:
Ms. Excellent Chireshe
Department of Philosophy and Religious Studies
Faculty of Arts
Great Zimbabwe University, Zimbabwe
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

 

To cite this article: Chireshe, E. (2012). Inclusion of Women in School Management and their Subordinates’ Perception: A Case of Masvingo, Zimbabwe, Journal of African Studies in Educational Management and Leadership, 2:1, 29-37

Available online May 2012
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