CHALLENGES FACING IMPLEMENTATION OF GENDER EQUITY AND

EQUALITY POLICY IN SECONDARY SCHOOL MANAGEMENT IN KENYA:

A CASE OF KERICHO COUNTY
BY
JAYNE KITUIM
A RESEARCH PROPOSAL SUBMITTED TO THE SCHOOL OF EDUCATION OF
MOUNT KENYA UNIVERSITY IN PARTIAL FULFILLMENT FOR THE AWARD
OF A MASTER OF PHILOSOPHY DEGREE IN EDUCATIONAL PLANNING
ADMINISTRATION
AUGUST 2012

DECLARATION

DECLARATION BY STUDENT
I declare that the work presented here is my own original work except those quoted and has
not been published nor submitted for examination in this or any other University.
JANNIFER CHEPKIRUI
REG NO MEDS/3059/10
Signature_______________________

Date: _______________

DECLARATION BY SUPERVISORS
This work has been submitted for examination with our approval as University supervisors.

____________________________

Date: ________________________

Prof/Dr/Mr/Mrs/---Department of Education Administration and Planning

School of Education

____________________________

Date: ________________________

Prof/Dr/Mr/Mrs/---Department of Education Administration and Planning

School of Education
ABSTRACT

Every nation aims at providing high quality education for its citizens. To achieve this,
education plan is put as a central element for the realization of the national education
strategic priorities. Promoting equitable education requires strategic plan and sound
education policies. Many works on policies have been geared towards formulation; little
has been done to unravel the extent to which formulated policies have been implemented
or the challenges facing such implementation. This study, therefore, seeks to examine the
challenges facing the implementation of gender policy on management of secondary
school educations in Kenya. The study will address the following objectives. To examine
the role of policy formulation in achieving gender parity in secondary schools
administration in Kericho County, To find out the extent to which Gender policy has been
implemented in the appointment of educational managers in Kericho County, To examine
the challenges facing the implementation of gender policy in secondary school headship
in Kericho County; To propose policy framework that guides implementation of gender
policy in appointment of school heads in Kenya.. The study will be based on Ouchis
Management theory, and will be undertaken in Kericho County. It will adopt survey
research design. Respondents will include the management, the Teaching staff and
County education officers. The research will use stratified, purposive and simple random
technique. Respondents from the management and county education office will be
selected using purposive technique while those from teaching staff will be selected
through simple random sampling techniques. Primary data will be collected through
questionnaires and the structured interview. Secondary data will be obtained through
review of relevant literature on Education strategic planning, Gender policies, Session
papers among others. Obtained information will be analyzed, summarized and presented
using tables, pie charts, frequencies and percentages accompanied by descriptive method.
To separate information from the management and Teaching staff, the tabulated
information will be cross-tabulated. Product moment correlation co-efficient method was
employed to determine the relationship between the variables. The outcomes of this
research would provide an in depth understanding of the links between variables, and
such findings will help improve effectiveness and efficiency of policy formulation,
implementation and evaluation in education sector.

CHAPTER ONE: INTRODUCTION

1.1 Overview
This chapter deals with the background information to the study; Statement of the study,
research questions, and hypothesis, justification and significance of the study. The chapter
also highlights the scope, assumption and theoretical framework. Operational definitions of
key terms are also cover in this chapter.
1.2 Background to the study
Woman as managers and their roles in management has become a topic of special interest and
importance in the past decade. Most policies have been passed in favour of empowering
woman in all sphere of life. One such policy is the gender policy (2007) which advocate for
equality and equity in addition to maintaining gander issues in all sectors. Progress in
reaching gender equality is assessed in three areas: education, employment and political
decision making.
(Meskin, J.D. 1974) global data demonstrate that gender inequality persist in many countries
and regions of the world. Principals are administrative managers of schools in that they
interven student achievement. According to Bolern and wieringen, (1999) only scarcely,
gender comparative research has been done regarding the role, the main reason being that the
percentage of women school principals are very low in most countries. Even though the
majority of teachers in school in many countries are female (about 70%) only a small
percentage of these are school principals. The social debate about the under-representation of
woman in school management positions revolve around conflicting roles of needs; Lee,
Smith and Cioci (1993). Female teachers feel empowered when working in schools needed
by female principals, while male teachers consider themselves less powerful in those
circumstances. In Lees opinion, the interaction between teachers and principals gender
contributes to understanding the persistent under representation of women in secondary
school principal ship.
In Kenya, attainment of gender equality and equality in education is a core development issue
and a goal in its own right. Towards the accomplishment of this goal, the ministry has
developed gender and education policy which provides a comprehensive framework of the
principles and strategies to be pursued in order to achieve gender equity and equality.
Research on gender and education has focused on unearthing the underlying causes of gender
disparities and the factors that hinders attempts to reduce and eventually eliminate disparities.
In recognition of the importance of gender equity and equality in education, both the
government and its partners have developed strategies and implemented a Variety of
initiatives to address gender in education. (The national plan of action on EFA 2003-2015,
the report of the education sector review 2003, the ministry of education strategic plan, 20062011 and service charter).
M.O.E gender policy (2007) spells out policy statement and strategies that will fast-track
gender issues in education. Among these is to ensure gender balance entry into teacher
education and employment and that of appointment of qualified female education managers.

The ministry of education plays such roles as policymaking, resource mobilization, quality
assurance, auditing, how resources are used, field implementation and capacity building.
Head teachers who are also referred to as principals in Kenya are appointed under the
teachers service commission (TSC) and run the day-to-day administration operation.
How the TSC ensures gender equality in its policy planning to factor in women in school
management position as stipulated in M.O.E Gender policy in education (2007) remains
obscure. Vision 2030 mainstreams gender equality by making fundamental changes in four
key areas namely, capability, and vulnerability. Specific policy measures to correct the
glorify gaps in access to opportunities, power and political voice includes giving priority to
female employees in a recruitment, promotion, and appointment of women to decision
making levels.

Type of school

No of teachers

headship

Deputies

Boys

Girls

Mixed

Male

Female

Male

Female

Male

Female

19

175

138

16

22

Total

313

Total

25

Total

25

Total

25

The data indicates that appointment of head teachers and their deputies is a male dominated
issue. For out of 25 schools, 16 area headed by male teachers while 9 are headed by female
teachers. Additionally, 22 schools are deputized by male teachers and 3 are deputized by
female teachers a clear indication that gender policy has not been implemented in the
appointment of secondary administration despite the existences of the policy. This research
seeks to examine how policy formulation influences gender purity in secondary schools
administration

1.2 Statement of the problem

The social debate about the under representation of women in school management positions
has revolved around the conflicting roles of heads of institutions. In a wider perspective, there
has been an attempt to undertake gender mainstreaming or insert gender sensitivity and
gender accountability into all development activity (Goetz, 1997). Underlying calls for
gender mainstreaming is an understanding that there is a relationship between gendered
aspects of organizations and gender-discriminatory outcomes. The previous researches have
shown that there is a relationship between the low number of high ranking women academics
and the small proportion of post- graduates who are women, or between male bias in teaching
and lower expectations for female performance, and negative self-image of women students.
In recognising the critical role played by women in development, the Kenya government
came up with Gender policy (2007) which provide a comprehensive Gender and Education
policy framework in order to guide the work of all the actors and eliminate gender disparities
and enhancement of gender equity and equality in education, and in Kenyan society, through
systematic programming of targeted interventions. One main objective of this policy was to
increase participation of women in the governance and management of education. However,
despite the existence of this policy, women who are in management positions are still
relatively small compared with men. Most schools are headed by men while few female
counterparts are either class teachers or heads of department. The few who are in
management are concentrated only on Girls schools. The predominant question is this, are
women marginalised when it comes to leadership positions in secondary schools: How can
gender equality be realised in secondary schools? It is against background that this research is
conducted with an aim of finding out the challenge of implementing of gender equity and
equality in secondary schools.

1.3 Purpose of the study

The purpose of this study is critically examine the challenges facing the implementation of
gender equity and equality in secondary schools management in Kenya.
1.4 Objectives of the study
This study will be guided by the following objectives:
(i) To examine the role of policy formulation in achieving gender parity in secondary
schools administration in Kericho County
(ii) To find out the extent to which Gender policy has been implemented in the
appointment of educational managers in Kericho County.
(iii) To examine the challenges facing the implementation of gender policy in secondary
school headship in Kericho County.
(iv) To propose policy framework that guides implementation of gender policy in
appointment of school heads in Kenya.
1.5 Research questions
(i) What is the role of policy formulation in achieving gender parity in secondary schools
administration?
(ii) To what extent has gender policy been implemented in the appointment of educational
management in Kericho County?
(iii)What are the challenges facing implementation of gender parity in secondary school
headship?
(iv) How can gender equity in appointment of secondary school heads be addressed?
1.5.2 Research hypothesis.
A null hypothesis will be used in this research; that is
HO-Policy formulation has not been considered in the appointment of secondary school

1.6 Justification and significance of the study

1.6.1 Justification of the study

This research is conducted with the hope that the finding will identify gaps that militate
against implementation of education policies geared towards achieving gender equality in
education management. Suggestion will go along way in narrowing gender gaps in
management in education and recommendation will be fundamental in empowering women
in leadership position. This will also be an important mile in monitoring and evaluating the
implementation of the set policies.
1.6.2 Significant of the study
This study will focus on the influence of policy making in appointment of female teacher to
management positions in secondary school in Kericho district and will be helpful both at the
local and national; level. The finding will assist policy makers in cascading down education
policies and enable them monitor implementation and evaluation of these policies.
Specifically it will act a feedback mechanism of checking deviation and consolidate common
policy implementation and control.
1.7 scope of the study
This research will be conducted in Kericho District. Data will be collected from public
secondary schools and specifically, information will be obtained from head of department,
deputy principal. The data will be collected using both questionnaires and interview
schedules.
1.8 Limitation of the study
This study will obtain data from teachers who in most case4s are policy implementers and
most of whom do not take part in policy formulation. This is because the ministry set policies
and passes it down from the national level and passes it to be implemented at the lower level.
1.9 Theoretical frameworks
This study will be based on Ouchis theory Z (1981) approach to management. According to
Ouchis theory, organization exhibits a strong, homogeneous set of cultural values that are
similar to clan cultural. The clan cultures emphasize complete socialization of members to
achieve congruence of individual and group goals. Among the characteristics of theory Z is
that of consensual decision making, individual responsibility, slow evaluation and promotion
and moderately specialized cover path.
In this theory, consensual decision making is emphasized through communication
collaboration, and consensus in decision making. Type Z organization retain the emphasis on
individual contribution that are characteristic of most American firms by recognizing
individual achievements albert within the context of the wider group. Additionally type A
organization has generally been characterized by short term evaluation of performance and
rapid promotion of high achieves. Whereas the type J organization conversely adopt the

Japanese model of slow evaluation and promotion type A organization (American) have
generally had quite specialized career paths with employees avoiding jumps from functional
area to another. Conversely the type of organization has generally had quite on specialized
career paths. The type of organization adopts a middle-of-the-road posture with career paths
that are less specialized than the traditional U.S. method but more specialized than the
traditional Japanese model.

CHAPTER TWO: LITERATURE REVIEW

2.1 OVERVIEW
This chapter deals with review literature to the topic under study. Specifically various issues
regarding leadership, gender and management aspects are reviewed. The chapter ends with a
review of theory used in the study and its relevance.
2.2 THE CONCEPT OF LEADERSHIP
Leadership is defined as the creative and directive force of morale. It is the process by which
an agent induces a subordinate to behave in a desired manner. It is a process of influencing
other individuals to mobilize and direct their efforts towards certain goals and to accomplish
these goals through them (Divivedi 2001:463) it is a dynamic process at work in a group
whereby one individual over a particular period of time and in a particular organizational
context influences other group members to commit themselves, freely to the achievement of
group or goals (cole, 2002).
An effective leader is one who motivates a person or a group to accomplish more than they
have otherwise accomplished without the leaders involvement. Education Act (1968) defines
a manager as any person or body of persons responsible for the management of a school.
Although the Act confer extensive power on the minister of education over the management
and regulation of education in Kenya, the day to day running of affairs in the school falls
squarely on the shoulders of head teachers. The term management can be defined at the art of
getting people together to accomplish desired goals through planning, organizing, sourcing,
leading or directing and controlling for the purpose of accomplishing a goal (Levey 1991).
There is a glaring distinction between leadership and management. Since management carries
a notion of office, it goes beyond mere leadership. Head- teachers are more than leaders.
According to Mullins (2002) management and the nature of organizational effectiveness
appear to take positive view of human nature and support an approach which gives
encouragement for people t work willingly and to perform to the best of their ability.
Managerial ability is a demonstrated capacity to achieve organizational goals with specific
skills and competencies, success of managers depends on a balanced combination of ability to
motivate and to manage research shows that men are taking on harder managerial tasks while
women are in the personal area of the school life such as pupils welfare (Riley, 1994) in
Rileys findings men perform more managerial tasks in school more than women, men are
more confident about their capacity to perform managerial tasks, men take ownership of
public decision making by assuming responsibility for managerial tasks.

The fourth world conference on women in 1995 notes that womens equal participation in
decision making is not only a precondition for justice or democracy but also a necessary
condition for ensuring that womens interest and right are taken into account. In almost all
sectors, women are under- represented. There is a traditional believes that leadership is
traditionally a masculine activity (Buck master), 2004), womens under representation is seen
in social and political leadership and in the governance and management of education is male
dominated. This under representation cuts across primary, secondary and institutions of
higher learning. At the public universities for example, gender gaps in governance and
management are clear. In the seven public universities, there are only two female vice
chancellors in: Kenyatta University and Jomo Kenyatta. Additionally there is no female
University council chairperson.(Republic of Kenya 2007)
In teacher training colleges, the percentage of men who are principals is high (71.1%) while
women constitute (28.9%) Sifuna et al, 2006). Education reports also shows that the
management of primary and secondary schools including the appointment of head teachers,
deputy head teachers, senior teachers and heads of departments show a trend of male
dominance (Republic of Kenya, 2007). In Kericho district, out of 25 principals of secondary
school, 16 are male principals, while 9 are women. There are 22 deputies and 3 female
deputies. This constitutes 64% of male being male principals and female being 36%. The
disparity is seen in other management areas that of deputies which is presume to be a
preparation ground for principlaship. Out of 25 schools have their deputies being male while
only 3 have their deputies being female. Making up 88% and 12% respectively. This falls
below the affirmative action for at least one third representative of women in top leadership
positions. The affirmative action policy has not automatically translated into quantitative
gains for women teachers in Kericho district. These disparities results from co-operate
practices that tend to favor the recruitment, retention and promotion of male over females.
This has been supported by retrogressive arguments that women lack necessary skills and
experience needed for senior jobs. Various arguments are also advanced regarding womens
handling of both leadership and management positions. According to Hansel (1991),
Marshall and Mitenell (1989) and Ryder (1994) women are more attune to curriculum issues,
instructional leadership, teachers development and collaborative planning. The scholars here
concluded have that woman were more likely to possess characteristics associated with
effective leadership in schools. Despite this fact, little consideration has been given to
utilization of women in education leadership and management in Kericho district.

2.3 Perception of leadership and gender

Throughout history, many have come to believe that leadership is traditionally a masculine
activity. This scenario is always changing with emerging policies, affirmative action and
environment. The new constitution efficiency empowers Kenyans to take charge of their lives
and systems of governance. It tries to eliminate artificial differences that are essentially a
result of social construction in the name of tradition. Women and men Article 27 (3) asserts
have the right to equal opportunities in political economic, cultural and social sphere this
was a deliberate rebuff to past assertions that women are culturally barred from serious
matters. Such positions touches school set up.
Teachers teach and work in schools that are usually administered by managers, often known
as principals or headmasters. School administration is itself often part of larger administration
units. The conditions of teachers working life are influential by the administration and
leadership provided by principals, and it is widely assumed that school leadership directly
influences the efficiencies of teachers and the achievement outcomes of students (Nusche and
Moorman, 2008) in OECD, countries as elsewhere in the worlds, school leaders face
challenges due to rising expectations for schools and schooling in a century characterized by
theoretical innovation

, migration and globalization. As countries increasingly turn to

improving education t address an ever more complex world, many governments give schools
leadership more responsibility for implementing and managing significantly more demanding
education programmes. Changes in school administration over recent decades are part of a
larger trend in the management of public service organizations that can be characterized as
the decline of other public administrative models and the rise of anew public management
model. Findings shows that women are grossly under- represented in governance of public
affairs in Kenya (Gender policy in education 2007) governance and management of education
is male dominated. According to Chelimo and Wasyangu (2007), women have grappled with
leadership in educational administration for a long time. In many peoples minds, the word
gender is often equated with women, but promoting gender equality is and ought to be a
responsibility of both men and women. These schools argue that many social issues including
combating the AIDS epidemic and gender based violence and developing more equal
partnerships among men and women desire an active engagement from men and women.
Education is a crucial influence on peoples success in the labor market. It is therefore on
important determinant of individuals life chances. A major goal of educational policy has
been to improve access for all groups in society. Although women have access to education

and advance in careers and job market, they still encounter many unique problems as
compared to men.
Omukegu,Ponyoko and Wanjiku (2007) points out that there is a widely accepted call to
appoint females into positions of leadership given that they are under- represented in all
sectors of development and decision making in Kenya. The scholars report that after years of
advocacy on October, 2006, the president of the republic of Kenya decreed that 30% of all
new jobs in the civil service and government parastatals be reserved for females. One area
where changes was envisioned is in educational management positions because the debate on
the need to provide equal opportunities for both gender has been on since Nairobi women
conference in 1985 . The key issues and challenges involved in engendering the education
Inco-operate both women in development (WID) in gender and Development (GAD)
perspectives. This will only be possible if policy formulation on school administration is
directly linked to gender policy and pilling. According to Omukaga and Wanjiku (2007) the
decisions made by female teachers and their subsequent performance on the job is used by
interested parties in support or rejection of affirmative action in the appointment of female
teachers to leadership and management positions and that there is need for empowerment
seminars for females in management positions. According to IEA (2007) The perspective to
be considered in engendering the education includes obtaining a clear quantitative picture of
gender roles and ratios in various levels and areas of the education system using gender
disaggregated data, identify possible factors related to any gender gaps and inequalities
identified and planning for the elimination of these factors, assessing the special educational
needs immediate and practical as well as long term and strategies, of girls and boys, women
and men and planning specifically to meet these needs and ensuring that women and men
share equitably in the designing, planning, decision making, management administration and
delivery of education, also benefit equitably in terms of access, participation and allocation of
resources. The policy formulation process in education should strive to achieve gender policy
to fulfil the requirements of gender policy (2007). The policy stipulates that strategies being
pursued to address gender inequalities in education sector include provision of school
boarding facilities in ASAI areas, affirmative action in admission into public universities,
bursary allocation, provision off resources for science laboratories especially in girls schools,
community sensitization and mobilization continuous curriculum review, assessment and
improvement of pedagogy to address gender responsiveness and the formulation of policy
guidelines, such a re-admission of school age girls who get pregnant while in school. The

policy argues that the strategies aim to reduce existing gender disparities in access, retention,
transition and achievement in education and training. Additionally the policy on gender
(2007) point out that among the ongoing initiates to address gender disparities in education is
that of appointing qualified female education managers and capacity building for school
managers, teachers and quality assurance officers on gender issues, much as the gender
policy is being slowly realized at the training level, the same is not be reflected at the
appointment to school management positions. The management of primary and secondary
schools including appointment of head teachers, deputy head teachers, senior teachers and
heads of departments, shows a trend of male dominance. Likewise, the boards of governors
and school management committees composition and leadership indicate inequalities in
gender representation in favour of men (MOE 2007)
Although the government has put in place policies to address some of these challenges and
continues to engage with stakeholders to gain their consensus on modalities of addressing
gender issues in this area, it is apparent that underlying, causes and equity and equality in
governance and management of education policy issues should ensure gender equality on
appointment of senior officers in education sector as well as instituting gender responsive
management and governance structures in education sector, including university councils,
commission for higher education (CHE),Boards of Governors for colleges and secondary
schools and in appointment of school committees. Gender equity is an essential building
block in sustainable development at all levels of society and government. Such development
cannot be achieved in a country if any half of its population is involved in the process.
Policy makers in developing countries of the common wealth which are not seriously
addressing the under representation of women in leadership positions at all levels of society
in particular, in educational institutions have no excuse not to appoint more female leadership
(Kapa Kelep-Mairo,2010), these appointments, he argues should be on merit. Working
together with male colleagues both can transform schools and the attitudes and values of
staff, students and the communities at the micro as well as macro levels in society. The focus
from the scientific management approaches to the contemporary leadership styles which are
closely aligned with feminine leadership qualities is another boost to promote gender equity
as a vehicle for national development.
The EFA (2000) assessment, country report Kenya argues that in order to promote girl child
education in Kenya there is need to facilitate appointment of more women in key

administrative positions at school and policy making level. According to Lester Taylor
(2010) ,in order to develop a robust education strategy which will succeed, it must be built on
a realistic goal, be acceptable by all, that is the strategic plan must be agreed to by all
stakeholders and accepted and adhered to by those implementing it. Teachers are part and
parcel of stakeholders but how often they are involved in policy is in its conception,
formulation, execution and evaluation. According to WIM Hoppers (2010) there is still little
impact of African generated research on policy and practice, one reason being the difficulties
African scholars face in constructing their own narratives in the context of reform work. The
argument here is that schools rather than being arenas for autonomous participatory action at
local level, informing national policy directions are often at the receiving end of policy
perceptions.
In essence, schools are strategic and powerful organizations in societies where the future
leaders and citizens of a country are natured and exposed to values, beliefs and practices
through the curriculum and the kinds of leadership practices modelled by those in authority.
The organization of the school, the school pupils mindsets about the leadership potential of
both women and men and their attitudes towards the full utilization of the human resources in
schools can be shaped by the organization cultures that promote, recognize and utilize the
strengths of feminine and masculine leadership qualities as practiced in matrilineal cultures.
Studies on female and male head teachers of secondary and primary schools in Papua Guinea
and a broad have revealed how school organizations benefit when male and female school
administrators. Collaboratively lead and manage. These studies have also shown that both
female and male school principals have potential to produce effective and responsive schools
that make a difference to society regardless of their gender.
Although Kenya ratified the convention on the elimination of all forms of discrimination
against women (CEDAW) in 1984, it has not yet ratified the optional protocol to CEDAW or
the protocol to the African Charter on human and peoples rights on the rights of women in
African (Maputo Protocol 2003). The coalition of the campaign remains particularly
concerned about the following continued violations of womens rights. The persistence of
discriminatory laws and traditional harmful practice in particular in the area of the family,
violence, obstacles to access to education under representation in political life and obstacle to
access to property and health services. The condition of the campaign is also concerned about
delays in adoption of discrimination and protects womens human rights.

2.4 The role of women in management

The role of women in management has become a topic of special of interest and importance
in the present decade, an era when women have come to limelight in our society. Despite all
these, affirmation action and equal opportunity program have not yet significantly increased
the number of women managers in industries, companies, banks, schools and so on.
This is attributed to the marginalization of women in most societies. Women are more
adapted to run the household than men. In Laitmans point of view (2009) the more women
we will have in leadership and management positions in the world, the more stable and
dependable the world will become. He argues that generally female managers are faced with
certain kinds of conflict. The first real problem she has to handle is the domestic one. More
often than not, she is a mother and a wife with the responsibilities of the house. She has to
establish new priorities at home and the person most affected is her husband. This spouse
situation is often the most difficult problem of all. Since the woman manager usually has little
encouragement from outsiders it is imperative that her spouse must be by her side. She has
two obvious choices: either to give up the goal of being a manager or give up the spouse. In
most cases, the former as opposed to the later alternative is chosen which has implications for
the womans career. Society and social priorities in the past had demanded that women
remain in the appropriate service careers of nursing of nursing, secretarial work, home
economies or teaching because of the influence or use fullness of those careers for future
home workers and mothers. Consequently, women have for the most part chosen these
compatible role arrangements. As such moving out into a profession such as management or
administration is considered a precarious challenge for women (Amdii,2002) there has been
arguments to the effect that women do not farewell in appointment to administrative/
managerial positions. A popular rationalization for appointing men rather than women as
principals of secondary schools is that, men are supposedly better suited to be
principlas.Many studies have compared the various aspects of the behavior of men and
women principals. The few who have been able to achieve administrative positions have
performed as capable. If not more capably than male counterparts. Studies of female and
male head teachers of secondary and primary schools in Popua New Guinea and abroad have
revealed how school organizations benefit when male and female school administrators
collaboratively lead and manage ( Raza ,R.M 1983). These studies have also shown that both
female and male school principals have potential to produce effective and responsive schools
that make a difference to society regardless of their gender.

Available literature informs us that developed countries are reaping the benefits of a
amalgamating the best of both masculine and feminine leadership qualities in the workplace.
This has influenced policy making at the local, provincial and national governments levels.
Likewise, developing countries in the commonwealth that are searching for means to help
them transform their societies though their educational institutions should also follow suit.
The missing link in many of these countries has been the promotion and effective practice of
gender equity in all sectors of society including school organizations. The assessment report
in countrys education level I Kenyas EFA (200) argues that in order to promote civil child
education in Kenya there is need to facilitate appointment of female teachers to man
institutions in so doing, the female principal will play a role of overseeing policy issues on
gender at lower level as well as acting as role models.
2.5 Gender disparities
Equity in relation to education for men and women still remains a thorny issue in provision
and access to education in Kenya. According to studies, countries with high literacy levels
among men and women have lower levels of fertility, lower infant mortality, lower maternal
mortality and lower expectancy and access to gender issues in development (Abagi 1998,
Colcough 1986 and Cochrane 1979). For Kenya, gender disparities still remain high in
relation to access to education. Even with higher number of girls recorded after the
introduction of Free Primary Education, gross enrollment rate was recorded 101.6 percent
(boys Gross enrollment rate recorded at 108.0%). For men and women to participate as equal
partners in the social, economic and political development, opportunities should be accessible
to them on an equal basis. Gender disparities undermine this; the causalities are mainly girls
who are more susceptible to traditional practices that relegate their roles in society. Girls are
more susceptible to gender related violation and are more likely to drop out of school due to
pregnancy. Few females proceed to institutions of higher learning and at this level biases can
again be observed in disciplines they undertake. Education has thus failed in the following
key areas namely; i) promoting equity and well being of individuals through access to
opportunities ii) bridging the gap between male and female participation in the socio, political
and economic arena iii) positioning the country as a strategic global player through the
creation of a scientifically and technically informed labour force and iv) creating a sense of
nationalism among its citizenry.

2.6 Factors militating against gender equality in Kenya.

Several reasons have been cited by various scholars on what heads to gender disparity in
education in Kenya Factors that undermine access include; poverty, high cost of education at
the higher levels, insecurity and gender bias. In relation to provision of education; this has
greatly been determined by external and internal factors within the education system, these
include; past government policy based on exclusionary practices and political patronage,
skewed distribution of education facilities and the school management system. It is important
to note that the causes of gender disparity in access to education become the epicentre of
disparities that exists even in management of leadership positions in educational institutions.
The status and role of women in Kenya is that of second class citizens. Discriminations
against women are under spread across all sectors of the government institutions including
the political positions. The new constitution of Kenya, in an attempt to narrow the gender
policy advocate that no more than two thirds of the members of representative bodies in each
country governments shall be of the same gender. Even before the ext extension is conducted,
the process of implementing the two- third principle has been very controversial, on
indication that gender issues is deeply entrenched in Kenyas society.
Kenya is a patriarchal society where husband is the head of the household and women often
have little influence in decisions affecting their lives.(Amnesty International, 2008) and
social council noted that poverty in general inhibited the full enjoyment of human rights and
that the situation where women had unequal access to resources ensured continuity
discrimination.
In Kenya, customarily women do not own property or the land they work, which causes them
economic hardships and places them in positions of dependence. However article is of the
convention on the elimination of all forms of discrimination against women (CEDAW)
requires state parties to give women equal rights to administer property. Such a prejudice has
denied Kenyan Women to improve themselves in training and developments to enable them
compete against their male counterparts in leadership positions which are usually given
though interview process. Education has increasingly become important to the success of
both individuals and nations. Growing evidence demonstrates that among all educational
resources, teachers abilities are especially critical contributors to students learning and
consequently the success of a nation to advance in its economic, social and political spheres
(Darling-Hammond, 2006). Such an approach will be important if both gender are gathered.

In the past century, teacher education and training policy makers and practitioners, under
pressure from opponents of teacher education and training and with incentives for faster,
cheaper alternatives launched weak teacher education and training programmes that under
prepared teachers to adequately render professional services to their clients (Darling and
Sykes, 2003). As a result, the beginning teacher attrition has continued to increase and the
teaching force of most countries had
Increasingly become bimodal (National Commission on Teaching and Americas Future,
2003).
The apparent ease of teaching to the uninitiated students is relevant to the dilemmas that
teacher education and training programmes contended within the past century. During this
era, many lay people and a large part of policy makers held the view that almost anyone
could teach reasonably well and that entering teaching required knowing something about a
subject and the rest of the fairly simple tricks of the trade could be picked up on the job. This
was not the view of those intended to be managers of the said education institutions. These
notions, which derived from a lack of understanding of what a trained and qualified good
teacher actually does behind the scenes and from tacit standards for teaching that were far too
low, led to pressure for backdoor routes into teaching. These denied teachers access to much
of the knowledge base for teaching and often, the supervised clinical practice that would have
provided them with models of what a professionally trained and qualified good teachers did
and how they understood their work were not provided. Many of such incidents were
observed across the globe.
2.7 Women and policy making
The full participation of women in decision making has been recognized as a human right in
international convention and global policy frame works and is critical for the achievement of
gender equality. The fourth world conference on women in 1995 notes that womens equal
participation in decision making is not only a precondition for justice or democracy but also a
necessary condition for ensuring that womens rights and interests are taken into account.
The education MDGs represent a set of global education policy goals which have been almost
universally adopted b ministries of education in LIDCs. The LIDCs not only share the same
broad

strategic goals especially with respect to education for all (EFA), but most

governments have adopted a broadly common set of education policy reforms that cover all
aspects of education and service delivery. The major question is the design and
implementation of education policies/interventions.

According to Lesther Taylor (2010) in order to develop a robust education strategy, which
will succeed , it must be built on a realistic goal, be acceptable by all, that is the strategic plan
must be agreed to by all stakeholders and accepted and adhered to by those implementing it.
Teachers are part and parcel of stakeholders, but how often they are involved in policy
making still remain oblique. According to Wim Hoppers, (2010) there is little impact of
African generated research on policy and practice, one reason being the difficulties African
scholars face in constructing their own narratives in the context of reform work. The
argument is that, schools rather than being arenas for autonomous participatory action at local
level, informing national policy directions, are often at the receiving end of policy
perceptions, schools are strategic and powerful organizations in societies where the future
leaders and citizens of a country are natured and exposed to the curriculum and the kinds of
leadership practices modeled by those in authority.
Gender equality is an essential building block in sustainable development at all levels of
society and government such development cannot be achieved in a country if only half of its
population is involved in the process. According to Kapa Kelep (2010) policy makers in
developing countries of the commonwealth which are not seriously addressing underrepresentation of women in leadership positions at all levels of society, in particular, in
educational institutions, how no excuse not to appoint more female leaders. These
appointments should be on merit. He further contends that working together with male
colleagues both can transform schools and the communities at the micro as well as macro
levels in society. The paradigm shift in leadership and management focus from the scientific
management approaches to the contemporary leadership styles which are closely aligned with
the feminine leadership qualities is another boost to promote gender equity as a vehicle for
national development.
The ministry of education plays such roles as policy making, resource mobilization, quality
assurance; auditing how resources are used, field implementation and capacity building. The
head teachers who are also referred to as principals are appointed under the teachers service
commission (TSC) and do administrative operators. The commission monitors the teachers
and schools and report to the ministry through the established reporting processes and
avenues. According to sang (2006),TSC seems to have adopted a highly decentralized model
where the field officers supervise head teachers in exercising their duties but adopts a hands
off approach when it comes to actual administration style of individual heads. This means
that such issues of discipline of staff and pupils are left entirely to the discretion of each head

teacher. In Kenyan context, a number researcher have conducted research on head teachers
training needs and made various recommendations. Okumbe (1999) recommended that for
purposes of effectiveness of school teachers, school managers and curriculum implementers,
an effective in service training should be provided to them. This recommendation was based
on the premise that appointment of head teachers has generally been done on the basis of
teachers experience in the work place, at the expense of considering whether they have
undergone training to prepare them for their new roles, before assuming office. Mutai (2003)
underscored the need for effective promotion of teachers to a position of responsibility should
be pegged on howins, undergone a pre-service training on his or her new roles.
However the appointment of head teachers in Kenya is based on year of service, rather than
them having undergone training on their roles before taking up the post. Here policy factoring
ones leadership and management abilities are not factored in Ogembo (2005) observed that
appointments of principals is done on the assumption that the pre-service professional
training that they underwent to prepare them for teaching, as practicing teachers are enough
to enable them discharge their roles effectively. It is assumed that when they newly appointed
heads assume office they will learn on the job and that they will attend in service training to
equip them with emerging managerial challenges. Eshiwani (1993) and Okumber (1999)
agreed that training improves workers effectiveness in discharging their functions. In training
and preparing heads of schools, gender should be factored in.

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Overview

This section will deal with research design, description of the study area, Nature and sources
of data, population and sample size, the sample design, methods of data collection, Reliability
and validity of research instrument and methods of data analysis and presentation.
3.2 Research design
Survey design was used in this study. Survey research is the most common type of
descriptive research performed in social science area (Baumgarter & Strong, 1997. pp 131) it
is the best method of collecting original data for the purpose of describing population which
is too large. (Mugenda& Mugenda, 1999)
In this design, information concerning opinions or practices is obtained from sample of
people, representing a population, through the use of interview schedules or questionnaire
technique
This information provides a basis for making comparisons and determining trends, reveals
current weakness and/or strengths in a given situation, and provides information for decision
making
The survey design has some limitation. For instance, the information unknown to the
respondents cannot be tapped. Questions were prepared properly so as to ensure their
reliability and validity and to eliminate this biasness.
3.3 Study area
The research was conducted in Kericho County located. The research will focus on the
public secondary schools.
3.4 The study population
The study will focus on public secondary schools. It covers three main areas: The
management, which was made up of Board of Governors and PTA, The Teaching staff and
Officers from County education headquarters. In total, the respondents will be sampled
basing on Krejcie & Morgan (1970) sampling table and research advisers table (2006modified table of Krejcie & Morgan-see appendix). The researcher will factor in the number
of sub-groups (or comparison groups) whose information is considered crucial in this
research. .
3.5 Sample design and sampling procedure.

3.5.1 Sample design

This research will utilize stratified sampling technique, simple random sampling technique,
and purposive sampling technique to collect data. Stratified sampling technique will be used
to group subjects with similar characteristics and obtain homogeneity. The technique has an
advantage in that it has generally more statistical precision ( Kombo & Tromp, 2006). Using
this technique, the researcher will come up with three strata: the management, the Teaching
force and the Education officers. Simple random sampling technique will be used to obtain
data from management and the teaching staff. The technique, when used, yield research data
that can be generalized to a larger population ( Kombo & Tromp op cit) A lottery approach
will be used where names of the subjects or objects in the population were written down on
pieces of paper and put in a container .The pieces of paper will then be mixed thoroughly to
ensure that each name has an equal chance of being selected . From the population, subjects
will be allowed to pick and those picking yes will be included in the final sample. The
exercise will be repeated until the representative sample is obtained. Purposive sampling will
be used to obtain data from the management and Education officers. It is used to get data
from a population which the researcher considers to have information relevant to the research
3.5.2 Sampling procedure
The researcher will divide the population into three strata. The management, the teaching
force and Education officers. This will ensure that certain sub groups in the population are
represented in the sample proportion to their numbers in the population; for example the
management and support staff.
The researcher will obtain data from management using purposive sampling technique.
Purposive technique allows the researcher to use cases that have the required information
with respect to the objectives of the study. This technique will therefore be used to obtain
data from management, education officers; the simple random sampling will be used to select
respondents from teaching staff strata. The researcher will use simple random sampling
because it gives each possible sample combination an equal probability of being picked and
each item in the entire population to have an equal chance of being included in the sample.
This will be applied accordingly; that is, the lottery approach in which names of the subject
or objects in the population were written on pieces of paper and put in a box. The pieces of
paper will then mixed thoroughly to ensure that each name has an equal chance of being
picked. The researcher will give these to the subjects to pick. Once a name was picked, the

pieces of paper were returned to the box and another name was picked. The process will
continue until the required sample was picked.
Table 3.1: Sample Size
Section

Population

Sample

Management
B. Teachers
County education office
Total

3.6 Data collection instruments.

The research will rely on the use of closed ended questionnaires and interview schedules as
research instruments.
3.6.1 Interview Schedules
The interview schedules will be used by the researcher to obtain data from school
management. The researcher will utilize structured interview schedules and semi structured
interview schedules. These have advantage in that the reliability of information gathered is
high as each informant is subjected to similar questions with others(Kombo& Tromp,2006)
The structured interview schedules will be send prior to the day of research to enable the
respondents prepare in advance. This will assist the researcher to obtain in-depth data which
is not possible to get using questionnaires. The interview schedules also assist the researcher
to explain the nature and purpose of the investigation and clarify questions to the
respondents. Semi-structured interview schedules will allow the researcher to prop into the
information that help inform this research ( Kisilu & Tromp, 2006) .While undertaking the
interview, the researcher will take notes on information provided by the respondents.
3.6.2 Questionnaires
The questionnaires to be used in the study were the closed- ended questionnaires. It will also
incorporate some open ended items where detail answers are needed. These will be used to

collect data from the teaching staff. Open-ended questionnaires have advantage in that they
permit greater depth of response and are also simpler to formulate. Closed ended
questionnaires will be used because it facilitates easier analysis, easier administration and
economical with respect to time and money.
The researcher has chosen this instrument because it enables to her collect data from a wider
population easy to use formulate and confidentiality is upheld (Kombo & Tromp, op cit).
The questionnaires will be developed and pre-tested to ascertain their reliability and validity.
After coming up with a sample size, questionnaires will be distributed to the respondents who
have been sampled through simple random sampling technique. The respondents will be
given a period of three weeks to fill the questionnaires after which the researcher will collect
them for analysis.

3.6.2 Types of data

Primary data will be obtained during the actual fieldwork from the respondents involved in
the study through the use of questionnaires and the structured interviews schedule. Secondary
data will be obtained through the review of relevant literature such as the Gender policy
2007, ministry of Education Strategic plan (2006) and any other relevant literature.
3.6.4 Data Collection Procedure
The researcher will seek permission from relevant authorities; in this case the management of
sampled schools, county education office and Ministry of education research department. The
respondents will be divided into three strata to obtain three categories of research
respondents; these are: the management which constituted board of governors and PTA and
School Principals and Deputies, County Education office, and Teaching force of sampled
schools.
The researcher will sample the respondents from management using purposive technique and
conducts the interview using both semi- structured and the structured interview schedule. The
researcher will take notes while administering the interviews to sampled respondents.
Respondents from the teaching will be sampled using random sampling technique. The
researcher will obtain a list of all population and Yes and No and provide in small
papers, rolled to conceal these words. To get the respondents, the subjects will be asked to

pick from a tin containing the hidden numbers, lottery approach will be used here. All the
subjects picked and those who will pick papers indicating yes will be taken as representing
the sample and will be issued with questionnaires, they form part of the respondents.
Information from these samples will yield primary data. To obtain the secondary data, the
researcher will review relevant documents such as Gender policy 2007, ministry of Education
Strategic plan (2006) and any other relevant literature.
3.7. Validity, Reliability and Piloting
3.7.1 Validity
A study research instrument must be both valid and reliable. Validity is the accuracy and
meaningfulness of inferences, which are based on research results (Mugenda, 1999).
The validity of the instrument is acceptable if it produces consistent data. (Chava, and
Nachmias, 1996).For this to be achieved, selected instruments, will be discussed with
supervisors and fellow students in the school of education. During the discussion, the
researcher will clearly define the variables being measured. The format of the instrument was
thoroughly checked using expert opinion of the supervisors.
3.7.2 Reliability
Reliability is a measure of the degree to which a research instrument yields consistent results
or data after repeated trials (Mudgenda, 1999).An instrument is reliable if it measures what is
supposed to measure. For this to be achieved, piloting will be done in the neighbouring
county; a pre-test (Test-Retest method) will be carried out in one selected school. In a span
of four weeks tests re-test method will be used in this school. A pilot study helps test the
feasibility of the study techniques and to perfect the questionnaire concepts and modify them
(Kombo & Tromp, op cit). The respondents, who will be used in pre- testing duty, will not be
included in the second administration of the instruments. This helped to control the
intervening or extraneous variables which may influence the research findings because of
their prior knowledge of the data required by the instruments. The same test will be readministered shortly, three weeks, after the first administration and the two sets of scores will
be correlated using Karl Pearsons product moment correlation coefficient to obtain the
reliability of the test. The level of significance was tested at 95% (margin Error being Ho >
0.05). Before collecting data, a pilot study was carried out.

3.8 Data analysis and presentation

The obtained data were edited to eliminate the errors. They will then be coded in readiness
for analysis. Data analysis will be done using the computer programme, statistical package
for social scientist (SPSS). Analyzed information will then summarized and presented using
tables, frequencies, pie charts and percentages and followed by discussions.
To separate responses from the medical professions and the support staff so as to get their
distinctive attitude, and enable analysis and discussion on account of their similarity or
differences, tabulated results will be cross tabulated. Product moment correlation co
efficient (Pearsons product moment correlations) method will be employed to determine the
relationship between the variables.

REFERENCES
Agagi O: Resource Utilization in Public Universities in Kenya: Occasional Paper No
005/1999: Institute of Policy Analysis and Research.

Amnesty International (2008) Discrimination against women in Kenya available at

http://web.amnesty org/library/index/eng AFR 320012002.open documents of=THEMES%
SC WOMEN.
Centre for commonwealth Education conference (2010)
Elsa Leo Rhymie (1999) Gender mainstreaming in Education. A reference for Government
and other stakeholders. The Institute of Development and Labor law. University of Cape
Town South Africa.
Kapa Kelip Malro (2010) Gender Equity School Leadership and National Development in the
commonwealth contest.
Kabeberi Janet (1995) law and the status of women in Kenya. Women and law in East Africa
IELRCs website http://www lelra org/contract/1950/polf
Kenya Association of Educational Administration and Management. Improving Educational
Administration, Management and Leadership in Kenya (KAEAM conference (2007)
Educational Leadership, Perspective, Research and Challenges.
Lestar Taylor (2010)
Lawless J. and Fox R.(1999) women candidates in Kenya. Politician socialization and
representation in women politics.
MOE (2004) Education in Kenya: Challenges and Policy, Responses. Paper Presentation
Washington D.C Prof Saitoti G.O.K April 2004.
Mike Crawley 91995) Kenya Women and Politics IDRC project number 978546 macharia
(ed)
Ministry of Education Science and Technology; Republic of Kenya: Education Sector
Support Programme 2005- 2010: Delivering Quality Education and Training For all
Kenya: 2005.
MOE (2007) Gender Policy in Education Government printer Nairobi.
Omukega O.D Panyako and Wayiku J.K (2007) are female colleagues ready for
Appointments on Affirmative Action ROK.

Partner News Vol No 8:2005; How to understand inequality in Kenya: http://www.

ms.dk/sw7605.asp
ROK-(2010) The proposed constitution of Kenya Government-Printers. Nairobi.
Republic of Kenya: The Third Annual Progress Report (2005-2006) Economic Recovery
Strategy (2003-2007). Monitoring and Evaluation Directorate: Ministry of Planning and
National Development: Aug 2007.
Sifuna D and Gichuru. F; Education For all In Kenya since Jomtion; http://www.narrag.
org/db_read_article.php?
Sifuna N D: Crisis in the Public Universities in Kenya: http://ahero.uwc.ac.za/index.p
hp?module=cshe&action=downloadfile&fileid=81806115511732720564415
Swaffield S. and John Mac Beath (2010) Transforming school leadership policy and prance
in Sub Saharan Africa. Does Research Matter? Institute for Educational planning and
Administration University of Cape Coast Ghana.
WIM Hopers (2010) off the beaten Erack: Reviewing Research and policy making in Africa.
Comparative and International Education University of Oslo Norway.

APPENDIX VII
BUDGET
PARTICULARS
PERSONAL
EMOLUMENTS
DATA
ANALYSIS

NUMBER
(QUANTITY)
1

COST
UNIT
15,000

PER TOTAL
COSTS(Ksh)
15,000

7,000

7,000

TOTAL VALUE
15,000
7,000

Expendable
suppliers
equipment

and

Pens

12

10

120

Flash disk 1GB

Printing papers
Rulers

1
3
1

1000
300
20

1000
900
20

Rubbers

15

15

Note book

50

50

Cartridges

2,500

5,000

Stapler

500

500

Paper Punch

250

250

Folder/file

50

50

Lap top computer

42,000

42,000

20,000

20,000

5
120
300

5000
720
1800

Traveling
PUBL;ICATIONS
Photocopying
1000
Binding process
6
Binding Thefts
6
Grand Total

69,905

7520
99,425

APPENDIX VIII
TIME PLAN
PERIOD

DURATION

ACTIVITY

April July 2012

4 months

Development of the proposal

August-2012

1 month

Correction of the proposal and

Sept 2012

defense

Dec 09 April 2013

5 months

Data collection

June-Sept 2013

4 months

Data analysis

Oct-Dec 2013

3 Months

Report writing and submission

of the first and second draft

Jan-Feb 2013

1 Month

Correction of final draft and

submission of final thesis

TOTAL

13 Months