Abstract:
The degree of attention given to women leadership in Education in Kenya has increased considerably in the
recent years especially after the government introduced the affirmative action for both girls and women in
education and employment in support of Millennium Development Goals, World Conventions, the Kenya Vision
2030 blue print for economic development and the Constitution of Kenya, 2010. In spite of all that, women are
still underrepresented in leadership. Therefore, this paper presents a study on the Challenges facing women
Leadership development in Kenya. The study was guided by Fullans’ theory of educational change combined
with Riggs theory of Prismatic Society. The study utilised quantitative and qualitative methodologies and
adopted a descriptive survey research design. The study was carried out in selected primary schools in Nandi
County. Stratified random sampling and purposive proportionate sampling techniques were used to select the
participants. District education officers, head teachers and teachers were the target population. The total sample
was 364. Data was collected using questionnaires, interviews, and documents analysis. Descriptive statistics
were used to analyse the data. The study found that good leadership is not specific to gender. The study found
out that the respondents attributed female head teachers’ success to their traditionally perceived characteristics,
such as caring leadership, multitasking and ability to develop good human relations. The respondents
acknowledged that cultural practices and stereotyping may have influenced male Perceptions to women
leadership in the past, but argued that good leadership is not specific to gender, but part of the qualities a person
possesses, regardless of gender. The study concluded that, female Head teachers are effective and equal to their
male counterparts and sometimes even more effective because they are caring, well organized, can multitask and
are good at communicating and establishing good relationships with others. The challenges facing female
teachers in leadership were identified as; lack of promotion since most of them had never been promoted,
unequal advancement opportunities, motherhood responsibilities, and career immobility due to geographical
immobility due to family responsibilities, lack of role models, dominance of males in the leadership network and
lack of self esteem to seek the administrative posts aggressively. The study recommended that there is need to
stop cultural practices hindering women from progressing into leadership. Women should challenge the
traditional beliefs by negotiating domestic responsibilities, have self confidence and seek mentorship, training
and coaching from other leaders. Finally the study recommended that teacher education and training should be
structured to incorporate development of leadership knowledge and skills. Gender mainstreaming in educational
organizations’ management should be prioritized so as to enhance capacity building and implementation of
Gender Policy in Kenya.