Academy of Educational Leadership Journal (Print ISSN: 1095-6328; Online ISSN: 1528-2643)


Gender In Educational Leadership Position In Addis Ababa Citys Brivate Schools: Inclusivenes, Perceptions And Challenges

Author(s): Easaw Alemayehu

The goal of the study was to see how the women’s themselves attitudes changed and how successful the gender policy was in promoting women's participation in educational leadership at private schools found in Addis Ababa city, Ethiopia. Kirkos and Yeka sub-city private schools served as research locations. The research includes 30 female department heads, 30 female private school administrators, 20 female private school vice principals, and 120 female private school teachers. In both sub-cities, department chiefs were included. Simple random sampling was used to identify female responders. Questionnaires were used as an instrument to gather data. The descriptive survey approach was chosen because it allows for studies that include prediction, narration of events, comparisons, and conclusions based on data collected from a somewhat representative sample of the target population. The findings of this study revealed that women continue to be underrepresented in educational leadership positions in private schools, and that attitudes and challenges such as stakeholder misperception, women's role conflict between professional and personal obligations, and women's low self-esteem remain unchanged. Also it indicated that there is a disparity in people's attitudes regarding women's private school educational leadership in terms of generating awareness in the implementation of laws, rules, and regulations. Other researchers should look at such difficulties, according to the researcher. On the basis of the results, recommendations were made such as giving women chances for training and further education

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