Determinants of Female Teachers Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda
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Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
Open Journal of Leadership
Abstract
This study explored the determinants of female teachers’ progress to leadership
in government-aided primary schools in Ntungamo District. Specifically,
the study explored how personality characteristics, school factors and social
factors determined female teachers’ progress to leadership in government-
aided primary schools. This cross-sectional study used a sample of 210
respondents and data were collected using a questionnaire survey. Data were
analysed using descriptive analysis that included frequencies, percentages and
means, and inferential analyses that were correlation and regression. Descriptive
results revealed that the level of female teachers’ progress to leadership
was good, had strong personality characteristics and experienced favourable
school and social factors. Regression results revealed that organisational factors
and social were positive significant determinants of female teachers’
progress to leadership while personality characteristics were negative and insignificant
determinants. Therefore, the conclusions reached were that personality
characteristics were not the most probable factors that determined
female progress to leadership in primary schools, school factors were essential
for female teachers’ progress to leadership in primary schools, and social factors
were imperative for female teachers’ progress to leadership in primary
schools. It was thus recommended that bodies charged with promoting of
female teachers such District Education Service Commissions and schools
leadership should assess personality characteristics of women when promoting
them to leadership, those charged with management of schools such as
District Education Officers, Inspectors of Schools, Schools Management
Committees and head teachers should ensure that school factors promote female
teachers progress to leadership, and leadership of schools from national
to local level and community members should ensure that social factors in
place promote female teachers progress to leadership.
Description
Keywords
Organizational Factors, Personality Characteristics, Progress to Leadership, Social Factors
Citation
Mugizi, W., & Masheija, P. J. (2019). Determinants of Female Teachers Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda. Open Journal of Leadership, 8, 143-166. https://doi.org/10.4236/ojl.2019.84008