Tshegyal Dawa1 and Duptho Ugyen2
1Principal Choekhprling MSS, Bhutan
2Principal Laring PS, Bhutan
*Corresponding Author: Tshegyal Dawa, Principal Choekhprling MSS, Bhutan.
Received: March 18, 2022; Published: April 14, 2022
The number of women assuming educational administration roles such as the head of departments, academic coordinators, principals and vice principals is very negligible or minimal in the Bhutanese educational context. This research is therefore, aimed towards identifying the critical factors affecting the participation of women in educational leadership positions in Bhutan, and exploring and recommending relevant strategies or possible interventions to encourage more participation of women in educational leadership positions.
The research study is primarily descriptive in nature; interview questionnaires were distributed to 35 respondents who were pre-selected using non-probability sampling method from which only 21 respondents participated in the study. The respondents included female teachers and women principals from 5 schools and 4 women leaders under Ministry of Education in Thimphu. A set of interview questions consisting of both open ended and closed ended questions were used for the respondents to fill up and return in person or through emails. The qualitative data obtained from the interview schedules was analyzed and recorded in hard copy during the work in progress phase. It was later compiled and after the compilation, spreadsheet and word document, supported by thematic analysis coding, was used to analyze the data.
The study findings revealed that the under-representation of women in leadership positions is due to the gender biases shown in favor of males and against women, with the assumption that women are weak and do not have the required potential and capability to lead. The findings further specifically indicated that there are too few role models or mentors in the system, policies addressing gender imbalance are not implemented in the system, and poor or no incentives for women to take up leadership positions from the authorities. On top of all, socio-cultural factors such as family responsibilities, lack of confidence, no gender equity in assigning leadership positions and women being weaker sex affect women to take up leadership position in education.
Based on the findings, some of the policy interventions such as equal representation of male and female candidates, institution of mentor-mentee programs, better incentives, introduction of women or gender sensitization programs are recommended.
The study therefore found out that in Bhutan, women have not received equal treatment in terms of availing opportunities for leadership positions. Hence, a fewer women leaders in the Ministry of Education.
Keywords: Women; Leadership; Bhutan
Citation: Tshegyal Dawa and Duptho Ugyen. “Major Factors Affecting Women’s Participation in Educational Leadership: A Case of Bhutan”. Acta Scientific Paediatrics 5.5 (2022): 04-14.
Copyright: © 2022 Tshegyal Dawa and Duptho Ugyen. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.