Abstract:
This study is concerned with the secondary school female principals in Kone-Kwena
Cluster. It is undertaken to establish the challenges and success experienced by
these female principals as they lead and manage secondary schools. The study also
sought for the strategies on how to enhance their leadership and management roles.
The researcher reviewed the existing literature on female leadership and
management roles. The data were collected by means of both qualitative and
quantitative methods. Interviews were conducted with ten (10) female principals and
questionnaires were administered to forty (40) teachers who were selected from the
staff members of these principals. Quantitative data analysis was done using
Statistical Package for Social Science (SPSS). Qualitative data analysis was done
thematically through organising it by separating it into a few workable units which
were coded, described, categorised, and then developed into a pattern. Data
collected was triangulated to seek convergence and corroboration of the results from
the two methods. The findings were presented in rich descriptions, which also
included anecdotes from participants. The key findings revealed an increase in the number of female principals in Kone-Kwena Cluster but there is still underrepresentation of female principals. The number of female principals is less than half of the male principals. The underrepresentation is revealed that it is due to female teachers’ reluctance to take up leadership positions, as was evidenced by their lower qualifications. Challenges such as lack of confidence, role conflict, stereotypes, negative teacher attitudes, lack of organisational support, and lack of succession plan, induction and mentoring programs for new principals were also revealed in the study as major contributory factors. The study revealed that female teachers’ participation in promotional positions can be enhanced by offering institutional support to female teachers, mentoring and further training and development.
