FACTOR AFFECTING WOMEN TEACHERS' PARTICIPATION IN EDUCATIONAL LEADERSHIP IN SECONDARY SCHOOL OF GEDEO ZONE

This study aimed at to assess factor affecting female teachers' participation in educational leadership in secondary school of Gedeo zone. To conduct this study, explanatory mixed method was employed. The participants of this study were 130 teachers. They were selected by using simple random sampling technique. 4 school principals and 2Woreda education officials and 2 supervisors were also involved by using purposive sampling technique. The data were collected by using questionnaire, interview and documents. Mixed method was employed in order analyze data. Finally, the research came up with the following major findings. The involvement of female teachers in educational leadership was insignificant because of their low interest towards leadership position. There are different factors that have narrowed females’ participation in educational leadership. These factors are generally categorized into social, cultural and institutional factors. All the mentioned factors are significantly influenced females to take part in leadership position. As for the lack of confidence because of the social back ground in the culture of the community in general, females are not leaders; they are followers rather. As a result of lack of confidence, they are not interested to become leaders. It can be said that socio- cultural factors the society outlook barred female to take responsibility and to assign them in leadership position. School leadership is men dominated in tradition so there is significant difference between male and female leaders. The gender balance in the secondary school as well as in educational office is very low. Besides, woman should be given the opportunities to manage education in educational sector without discrimination. At school level, they need to be assigned as unit leaders, department heads and co-curricular coordinators and the like. The zonal education office also has to play a very vital part in bringing female teachers to power. For instance, it needs to create a relation with other concerned bodies so as to prepare different educational and other training opportunities for female teachers to upgrade and update their capacity.