Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia

Charity Muuma; Ferdinand Mwaka Chipindi

doi:doi:10.11648/j.ijsedu.20210901.11

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Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia

Charity Muuma, Ferdinand Mwaka Chipindi

Published in International Journal of Secondary Education (Volume 9, Issue 1)

Received: 12 December 2020 Accepted: 19 December 2020 Published: 12 January 2021

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Abstract

The vision of the National Gender Policy (NGP) was to achieve gender equity at all levels of decision making in the Zambian political economy. Institutions of higher learning occupy a significant role in the socio-economic development of Zambia and are critically affected by gender policy issues. The study was carried out to investigate the Gender gaps among Women and Men in Administrative positions: The case of Educational Institutions in Lusaka District, Zambia. The objectives that guided the study were: to assess the extent of gender gaps in administrative positions of selected educational institutions; identify the causes of gender gaps in managerial positions of established educational institutions, and ascertain the effect of gender gaps in the operations of selected academic institutions. This research employed both quantitative and qualitative survey research approaches, which followed a descriptive case study design. The sample consisted of seventy-eight (78) respondents. This comprised of forty-eight (48) administrative officers from six (6) educational institutions, that is eight (8), administrative officers, from each institution. At the same time, thirty (30) respondents were sampled from non-administrative officers, five (5) non-administrative officers were sampled from individual educational institutions. Purposive sampling and random sampling technique were used to sample the participants. A questionnaire and semi-structured interviews were used to collect data from the field. The study revealed the extent to which there are gender gaps in administrative positions of educational institutions is very significant. That is because the number of male administrative thirty-one (31) officers is almost double the numbers of female administrative seventeen (17) officers. The causes of gender gaps in administrative positions included; lack of clear policy on recruitment and promotion of administrative officers, lack of affirmative action during recruitment and promotion process, stereotyping of administrative positions, lack of confidence, limited role models, low level of education and administrative experience amongst females, and being overwhelmed with household responsibilities.

Published in	International Journal of Secondary Education (Volume 9, Issue 1)
DOI	10.11648/j.ijsedu.20210901.11
Page(s)	1-9
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Gender, Gender Gap, Administrative Position

References

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APA Style

Charity Muuma, Ferdinand Mwaka Chipindi. (2021). Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia. International Journal of Secondary Education, 9(1), 1-9. https://doi.org/10.11648/j.ijsedu.20210901.11

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ACS Style

Charity Muuma; Ferdinand Mwaka Chipindi. Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia. Int. J. Second. Educ. 2021, 9(1), 1-9. doi: 10.11648/j.ijsedu.20210901.11

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AMA Style

Charity Muuma, Ferdinand Mwaka Chipindi. Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia. Int J Second Educ. 2021;9(1):1-9. doi: 10.11648/j.ijsedu.20210901.11

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@article{10.11648/j.ijsedu.20210901.11,
  author = {Charity Muuma and Ferdinand Mwaka Chipindi},
  title = {Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia},
  journal = {International Journal of Secondary Education},
  volume = {9},
  number = {1},
  pages = {1-9},
  doi = {10.11648/j.ijsedu.20210901.11},
  url = {https://doi.org/10.11648/j.ijsedu.20210901.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20210901.11},
  abstract = {The vision of the National Gender Policy (NGP) was to achieve gender equity at all levels of decision making in the Zambian political economy. Institutions of higher learning occupy a significant role in the socio-economic development of Zambia and are critically affected by gender policy issues. The study was carried out to investigate the Gender gaps among Women and Men in Administrative positions: The case of Educational Institutions in Lusaka District, Zambia. The objectives that guided the study were: to assess the extent of gender gaps in administrative positions of selected educational institutions; identify the causes of gender gaps in managerial positions of established educational institutions, and ascertain the effect of gender gaps in the operations of selected academic institutions. This research employed both quantitative and qualitative survey research approaches, which followed a descriptive case study design. The sample consisted of seventy-eight (78) respondents. This comprised of forty-eight (48) administrative officers from six (6) educational institutions, that is eight (8), administrative officers, from each institution. At the same time, thirty (30) respondents were sampled from non-administrative officers, five (5) non-administrative officers were sampled from individual educational institutions. Purposive sampling and random sampling technique were used to sample the participants. A questionnaire and semi-structured interviews were used to collect data from the field. The study revealed the extent to which there are gender gaps in administrative positions of educational institutions is very significant. That is because the number of male administrative thirty-one (31) officers is almost double the numbers of female administrative seventeen (17) officers. The causes of gender gaps in administrative positions included; lack of clear policy on recruitment and promotion of administrative officers, lack of affirmative action during recruitment and promotion process, stereotyping of administrative positions, lack of confidence, limited role models, low level of education and administrative experience amongst females, and being overwhelmed with household responsibilities.},
 year = {2021}
}

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TY  - JOUR
T1  - Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia
AU  - Charity Muuma
AU  - Ferdinand Mwaka Chipindi
Y1  - 2021/01/12
PY  - 2021
N1  - https://doi.org/10.11648/j.ijsedu.20210901.11
DO  - 10.11648/j.ijsedu.20210901.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
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PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20210901.11
AB  - The vision of the National Gender Policy (NGP) was to achieve gender equity at all levels of decision making in the Zambian political economy. Institutions of higher learning occupy a significant role in the socio-economic development of Zambia and are critically affected by gender policy issues. The study was carried out to investigate the Gender gaps among Women and Men in Administrative positions: The case of Educational Institutions in Lusaka District, Zambia. The objectives that guided the study were: to assess the extent of gender gaps in administrative positions of selected educational institutions; identify the causes of gender gaps in managerial positions of established educational institutions, and ascertain the effect of gender gaps in the operations of selected academic institutions. This research employed both quantitative and qualitative survey research approaches, which followed a descriptive case study design. The sample consisted of seventy-eight (78) respondents. This comprised of forty-eight (48) administrative officers from six (6) educational institutions, that is eight (8), administrative officers, from each institution. At the same time, thirty (30) respondents were sampled from non-administrative officers, five (5) non-administrative officers were sampled from individual educational institutions. Purposive sampling and random sampling technique were used to sample the participants. A questionnaire and semi-structured interviews were used to collect data from the field. The study revealed the extent to which there are gender gaps in administrative positions of educational institutions is very significant. That is because the number of male administrative thirty-one (31) officers is almost double the numbers of female administrative seventeen (17) officers. The causes of gender gaps in administrative positions included; lack of clear policy on recruitment and promotion of administrative officers, lack of affirmative action during recruitment and promotion process, stereotyping of administrative positions, lack of confidence, limited role models, low level of education and administrative experience amongst females, and being overwhelmed with household responsibilities.
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Author Information

Charity Muuma

School of Education, Department of Educational Administration and Policy University of Zambia, Lusaka, Zambia
Ferdinand Mwaka Chipindi

School of Education, Department of Educational Administration and Policy University of Zambia, Lusaka, Zambia

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Charity Muuma, Ferdinand Mwaka Chipindi. (2021). Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia. International Journal of Secondary Education, 9(1), 1-9. https://doi.org/10.11648/j.ijsedu.20210901.11

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ACS Style

Charity Muuma; Ferdinand Mwaka Chipindi. Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia. Int. J. Second. Educ. 2021, 9(1), 1-9. doi: 10.11648/j.ijsedu.20210901.11

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AMA Style

Charity Muuma, Ferdinand Mwaka Chipindi. Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia. Int J Second Educ. 2021;9(1):1-9. doi: 10.11648/j.ijsedu.20210901.11

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@article{10.11648/j.ijsedu.20210901.11,
  author = {Charity Muuma and Ferdinand Mwaka Chipindi},
  title = {Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia},
  journal = {International Journal of Secondary Education},
  volume = {9},
  number = {1},
  pages = {1-9},
  doi = {10.11648/j.ijsedu.20210901.11},
  url = {https://doi.org/10.11648/j.ijsedu.20210901.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20210901.11},
  abstract = {The vision of the National Gender Policy (NGP) was to achieve gender equity at all levels of decision making in the Zambian political economy. Institutions of higher learning occupy a significant role in the socio-economic development of Zambia and are critically affected by gender policy issues. The study was carried out to investigate the Gender gaps among Women and Men in Administrative positions: The case of Educational Institutions in Lusaka District, Zambia. The objectives that guided the study were: to assess the extent of gender gaps in administrative positions of selected educational institutions; identify the causes of gender gaps in managerial positions of established educational institutions, and ascertain the effect of gender gaps in the operations of selected academic institutions. This research employed both quantitative and qualitative survey research approaches, which followed a descriptive case study design. The sample consisted of seventy-eight (78) respondents. This comprised of forty-eight (48) administrative officers from six (6) educational institutions, that is eight (8), administrative officers, from each institution. At the same time, thirty (30) respondents were sampled from non-administrative officers, five (5) non-administrative officers were sampled from individual educational institutions. Purposive sampling and random sampling technique were used to sample the participants. A questionnaire and semi-structured interviews were used to collect data from the field. The study revealed the extent to which there are gender gaps in administrative positions of educational institutions is very significant. That is because the number of male administrative thirty-one (31) officers is almost double the numbers of female administrative seventeen (17) officers. The causes of gender gaps in administrative positions included; lack of clear policy on recruitment and promotion of administrative officers, lack of affirmative action during recruitment and promotion process, stereotyping of administrative positions, lack of confidence, limited role models, low level of education and administrative experience amongst females, and being overwhelmed with household responsibilities.},
 year = {2021}
}

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TY  - JOUR
T1  - Gender Gaps in Administrative Positions: The Case of Selected Educational Institutions in Lusaka District, Zambia
AU  - Charity Muuma
AU  - Ferdinand Mwaka Chipindi
Y1  - 2021/01/12
PY  - 2021
N1  - https://doi.org/10.11648/j.ijsedu.20210901.11
DO  - 10.11648/j.ijsedu.20210901.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 1
EP  - 9
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20210901.11
AB  - The vision of the National Gender Policy (NGP) was to achieve gender equity at all levels of decision making in the Zambian political economy. Institutions of higher learning occupy a significant role in the socio-economic development of Zambia and are critically affected by gender policy issues. The study was carried out to investigate the Gender gaps among Women and Men in Administrative positions: The case of Educational Institutions in Lusaka District, Zambia. The objectives that guided the study were: to assess the extent of gender gaps in administrative positions of selected educational institutions; identify the causes of gender gaps in managerial positions of established educational institutions, and ascertain the effect of gender gaps in the operations of selected academic institutions. This research employed both quantitative and qualitative survey research approaches, which followed a descriptive case study design. The sample consisted of seventy-eight (78) respondents. This comprised of forty-eight (48) administrative officers from six (6) educational institutions, that is eight (8), administrative officers, from each institution. At the same time, thirty (30) respondents were sampled from non-administrative officers, five (5) non-administrative officers were sampled from individual educational institutions. Purposive sampling and random sampling technique were used to sample the participants. A questionnaire and semi-structured interviews were used to collect data from the field. The study revealed the extent to which there are gender gaps in administrative positions of educational institutions is very significant. That is because the number of male administrative thirty-one (31) officers is almost double the numbers of female administrative seventeen (17) officers. The causes of gender gaps in administrative positions included; lack of clear policy on recruitment and promotion of administrative officers, lack of affirmative action during recruitment and promotion process, stereotyping of administrative positions, lack of confidence, limited role models, low level of education and administrative experience amongst females, and being overwhelmed with household responsibilities.
VL  - 9
IS  - 1
ER  -

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