The extent of capacity building in empowerment of women secondary school administrators in Trans Nzoia District, Kenya.
Author(s)Kamau, Margaret N
Empowerment of women
Secondary school administrators
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AbstractMaster of Education- Thesis
The purpose of the study was to find out the extent to which women teachers are
empowered through capacity building to take up educational administrative positions in
Trans-Nzoia District. Six research questions were formulated to guide the study. The
study used descriptive survey. The sample for the study was 14 head teachers and 160
teachers. Data was collected through use of questionnaires. The findings revealed that
there were more male than female teachers holding administrative positions. It was also
revealed that women had not been trained in capacity building. The study found out that
women head teachers are not empowered through capacity building to take up
administrative responsibilities, hence the need to have them empowered. Lack of
capacity building among women teachers was seen as a major contributor to lack of
appointment to administrative positions. The study found out that teachers were aware of
the capacity building organized by the ministry of education and that KESI had not done
enough to empower women secondary school administrators. Some head teachers did
not have copies of the Heads manual. This was seen as a challenge to head teachers in
identifying the roles that they can playas educational administrators. Teachers and
headteachers were not aware of the legal framework.
Based on the findings Jt was concluded that women were not empowered. This calls for
empowerment of woEien through capacity building. The study concluded that women
had not been trained in capacity building while those who had been trained said they had
attended courses that were not linked to capacity building. It was also concluded that
lack of capacity building was a cause of few women appointed to the headship positions.
In this case it was seen that KESI had not done enough to empower women secondary
school administrators and the training offered by the ministry of education through KESI
was not properly linked to enhancing capacity building among women head teachers.
Teachers were not also empowered internally or externally.
Based on the findings of the study, it was recommended that clear policy on
empowerment through capacity building should be put in place to ensure that women
administrators were well empowered and hence incorporated in educational
management. The study also recommended that the Government through the Ministry of
Education should seek for ways of enhancing secondary school administrators in the
running of schools; should improve the working conditions of teachers; that the ministry
of education through KESI should engage in empowerment through capacity building
for women secondary school head teachers and lastly that women head teachers should
be encouraged and supported to go for high positions in educational administration.
Based on the limitations and delimitations of the study it was suggested that there was a
need to carry out a study on why female head teachers lack of empowerment is a
consistent cause of dissatisfaction among teachers. A study to establish whether there is
any relationship between women empowerment and their effectiveness in secondary
school administration should also be conducted.
University of Nairobi
Kamau, M.N.(2007). The extent of capacity building in empowerment of women secondary school administrators in Trans Nzoia District, Kenya.