Factors That Affect Female Teacher’s Participation in School Leadership in Emidber Primary School in Emidber Town at Gurage Zone Centeral Ethiopia

Abstract

The purpose of the study is factors affecting female teachers' participation in school leadership at Emidber Primary School in Emidber Town, Gurage Zone, Central Ethiopia. The specific objective study was to investigate the current status of female teachers' participation in school leadership at Emidber Primary School in Emidber Town, Gurage Zone, Central Ethiopia. Despite women constituting half of the global population and playing vital societal roles, they remain underrepresented in leadership due to political, economic, social, and cultural marginalization. To this end the study was conducted Emidber primary school .A descriptive survey design was employed to collect data from 17 respondents (10 female teachers, 1 principal, and 2 vice principals) using questionnaires, interviews, and document analysis. Key findings reveal that socio-cultural factors (e.g., patriarchal norms, societal perceptions of women’s leadership capabilities) and organizational barriers (e.g., lack of mentorship, inflexible work policies) significantly hinder female participation. Additionally, personal factors such as low self-efficacy and reluctance to take risks were identified. The study recommends policy reforms, mentorship programs, and awareness campaigns to promote gender equity in leadership.