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Success Stories: Biographical Narratives of Three Women School Principals in Kenya

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Success Stories: Biographical Narratives of Three Women School Principals in Kenya SUCCESS STORIES: BIOGRAPHICAL NARRATIVES OF THREE WOMEN SCHOOL PRINCIPALS IN KENYA By Damaris Moraa Mayienga A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of K-12 Educational Administration – Doctor of Philosophy 2013 ABSTRACT SUCCESS STORIES: BIOGRAPHICAL NARRATIVES OF THREE WOMEN SCHOOL PRINCIPALS IN KENYA By Damaris Moraa Mayienga Studies indicate that women are poorly represented in school leadership across the various regions of the world particularly in developing countries. Most studies explain this underrepresentation in terms of external or institutional factors that have impeded women’s advancement onto school leadership. Such factors include women’s lack of preparation for school leadership, discriminative hiring procedures, hostile work environments, and familial demands on women’s time. Studies of this nature tend to shed little light on the personal or internal factors that hinder or enhance women’s attainment of school leadership. By internal factors I mean variables such as self-image and attitude towards leadership. My study focuses on the interaction between personal and institutional factors in shaping the experiences of women school leaders in Kenya. Using the biographical approach the study examines the impact of gender socialization (at home, school and in leadership) on the self-image of three successful high school women principals in Kenya and how their self-image contributed to their ascension onto school leadership. Alongside gender socialization and self-image, this study highlights the role of protective family capital that contributed to the women’s development of self-discipline; a virtue that enabled them to sail above the constraints of the patriarchal society in which they grew up. Findings from this dissertation will complement studies that explain women underrepresentation in school leadership. Moreover, this study shows how gender relations interact with personal and institutional factors to shape women’s experiences in Kenya. Copyright by DAMARIS MORAA MAYIENGA 2013 DEDICATION To my loving parents Ezekiel Mayienga and Elizabeth Mayienga who sent me to school against all odds. I will forever owe my academic achievements to you. iv ACKNOWLEDGMENTS I would like to express my sincere gratitude to my advisor and dissertation director, Dr. Susan Printy, for her commitment to mentoring me. Her cheerful spirit at all times, promptness in giving me instructive feedback at every stage of my work, patience with my last minute submissions/requests and her expertise in school leadership research are all qualities than any advisee would pray for. Her concluding remark “the end is in sight” in most of her emails to me energized me to go for that end that seemed far but reachable. This dissertation would not have been possible without her dedication and guidance. I am earnestly thankful to my committee members Dr. Kristen Renn and Dr. Reitu Mabokela whose research expertise on marginalized groups in higher education inspired my work. Their input in shaping my proposal and availability was a huge asset in the completion of this study. I am equally grateful to my other committee member Dr. Peter Youngs whose thorough feedback uplifted the quality of this dissertation. The attention he gave me as my instructor and committee member always made me feel as if I was his only student. My heartfelt appreciation goes to my loving and caring husband, Jonathan, for disregarding the patriarchal values of my community that see women as homemakers. He has encouraged and supported my dream to pursue education to the highest level. I am greatly indebted to him for the sacrifices he made, besides his own academic endeavor, in order that I may devote time to my studies. The shared responsibilities in cooking, babysitting and many more did not go unnoticed. I will be forever grateful. I thank God for our lovely daughters, Dorcas and Elisabeth who have patiently waited and prayed that one day mommy and daddy will stop going to the library and v spend quality time with them. They have been my motivation to work harder to complete my program. I love and will forever love them! I cannot forget to thank my mother-in-law, Yunes, for taking care of our children while we spent long hours at school. It is her love for education that has contributed to her patience. I also thank my sister in-law, Callen, for encouraging me to keep hanging in there under all circumstances. Her words have been inspirational. I would also like to say thank you to my brother in-law, Charles, and sister in-law, Truphena, who have gone through this path ahead of me and assured me that it is doable. They have been my role models. To my parents, Ezekiel and Elizabeth, and to my siblings: Ezra, Evelyne, Orpha, Perpeture, Abigael and Obadiah, I sincerely say thank you for cheering me on throughout my academic journey. I simply could not ask for any better family. Above all I thank our almighty God for life and good health. I believe that it is through His grace that I have come this far. Surely “I can do all things through Christ who strengthens me” (Philippians 4:13). vi TABLE OF CONTENTS LIST OF TABLES ...............................................................................................................x LIST OF FIGURES ........................................................................................................... xi CHAPTER 1 INTRODUCTION ...............................................................................................................1 Statement of the Problem ..............................................................................................1 Purpose of the Study .....................................................................................................3 Research Questions .......................................................................................................4 Historical, Cultural & Contextual Factors Affecting Women Leadership in Kenya ....4 Structure of Kenya’s Education System .....................................................................11 Pathway(s) to School Leadership in Kenya ................................................................13 Organization of the Dissertation .................................................................................15 CHAPTER 2 LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK ..................................16 Women’s Participation in School Leadership in Developing Countries ....................17 Explaining Women’s Underrepresentation in School Leadership ..............................21 Synthesis and Alternative Conceptualization .............................................................29 CHAPTER 3 METHODOLOGY ............................................................................................................34 The biographical Approach ........................................................................................34 The Pilot Study ...........................................................................................................36 Sampling Procedure ....................................................................................................37 Introducing the women in the Study ...........................................................................38 Data Collection ...........................................................................................................39 Data Analysis ..............................................................................................................41 Issues of Validity and Reliability ...............................................................................42 The Researcher’s Personal Story ................................................................................43 Researcher Reflexivity ................................................................................................44 Ethical Considerations ................................................................................................45 CHAPTER 4 PRESENTATION AND INTERPRETATION OF FINDINGS .......................................46 Introduction .................................................................................................................46 The Culture of Polygamy in Kenya .....................................................................46 The Practice of Female Genital Mutilation in Kenya ..........................................49 vii Joan’s Narrative – Shujaa Mixed Secondary School .........................................................51 Joan’s Enabling Factors ..............................................................................................56 Father’s Support ..................................................................................................56 Husband’s Support ..............................................................................................60 Teachers’ Support ................................................................................................65 Forgoing Female Genital Mutilation and Delaying Marriage .............................67 Role Models .........................................................................................................71 Competence .........................................................................................................74 Passion to Educate Girls ......................................................................................76 Joan’s Hindering Factors ............................................................................................79
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