Women in Educational Leadership:: conceptualizing gendered perceptions in Tanzanian schools
Bibliographic record
Abstract
Though evidence suggests that the proportion of women in management is increasing, doubts and prejudice regarding women’s leadership skills and ability still exist. The emergence of several initiatives in Tanzania such as the Women Education and Development (WED) organ in the early 1980s, whose main goal was to enhance gender equity in education have given rise to improved numbers of women in higher education and access to resources. However, such progress has not fully translated into future professional work settings, especially in areas such as educational leadership. The study examined existing perceptions on 20 women heads of schools in Tanzania and the effects this may have on their leadership. Twenty schools led by female principals were identified through purposive sampling and 6 teachers per school also participated. Two set of semi-structured questionnaire were administered, one targeting school principals and the other was for teachers. The evidence suggests that women leadership in schools faced opposition from paternalistic cultures as leadership was still seen in masculine terms. Perceptions still abound that women lack leadership skills. The study advanced a view that the valuing of diversity of leadership particularly gender inclusivity, was critical in educational organizations if a nation hoped to be successful in its developmental vision and goals.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".