Korean Educational Development Institute(KEDI)

This paper explores organisational factors that contribute to the under-representation of women in senior leadership positions in the education sector with a particular reference to Community Secondary Schools (CSSs) in rural Tanzania. Interviews and focus group discussions were used to collect data from 182 participants (20 school heads, 160 teachers, one Regional Educational Officer and one District Educational Officer). Findings revealed that there is gender bias, sexual harassment, favouritism, and discrimination in the process of recommending and appointing heads of schools in rural Tanzania. The findings further showed that the education training policies of 2014 do not consider gender equality in appointing heads of schools. Furthermore, in many instances male school heads were reported to sexually harass women staff before they were recommended for leadership. The findings further revealed that women teachers were less supported by their fellow women leaders in recommending them for leadership positions. Thus, the study recommends that a sexual harassment policy should be established by the government to discipline leaders who misuse their office in exercising power. In addition, the study recommends that the Educational Policy of 2014 should be reviewed to stipulate a gender balance in the appointment of heads of schools.