Gender Bias in the Recommendation and Appointment of Teachers to Administrative Positions in Mixed Secondary Schools in Nyandarua Central Sub- County Kenya
Mburu, Margaret Wangari; Professor Paul M. Kyalo

Abstract
Many women have been employed in Kenya as teachers by the Teachers Service Commission. In spite of this large number (45) of female teachers in the teaching profession in Nyandarua Central sub-county, there is concern because very few of them are involved in the secondary school administration especially in mixed secondary schools. In Nyandarua Central Sub-county for instance, out of the fifteen principals in the mixed secondary schools only three are female. This study sought to find out if gender bias influenced the recommendation for appointment and the actual appointment of teachers to administrative positions in mixed secondary schools. The study was conducted in Nyandarua Central Sub-County. Female teachers and secondary school principals were targeted in the study. The study adopted descriptive research design. Using a self administered questionnaire data was collected from the respondents. A pilot study was conducted in two schools in the sub-county to measure the validity of research instruments. The Statistical Package for Social Sciences (SPSS) was used for analysis. The study found out that female teachers held only 25% of administrative positions in mixed secondary schools in the sub-county. The study established that principals play a major role in the recommendation and appointment of teachers in to the administrative positions. They recommend the teachers they deem fit for the appointments. The study found out that female teachers were less aggressive than their male counterparts in seeking administrative positions in mixed secondary schools. The study found out that family responsibilities hindered female teachers from applying for administrative positions in mixed secondary schools The study concluded that there is a gender gap in secondary school administration. The researcher recommended a fairer balance in the appointment of teachers to the administrative positions and in recommending of teachers for appointment to positions of administration in all schools and particularly in mixed secondary schools.

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