Women Leadership Paradigm Shift: Adaptations and Coping Strategies to Biased Organizational Practices and Societal Expectations in Education Sector in Kenya
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This study focused on the adaptations and coping strategies that women employ to counteract the biased organizational practices and societal expectations in education sector in Kenya. The study objectives were: establish the coping strategies that women employ to adapt themselves towards biased organizational practices; assess how women cope with societal expectations of undertaking domestic roles in their formal set ups; determine whether there is significant difference between public and private schools in terms of coping strategies embraced by female principals to overcome the organizational barriers; and determine whether there is significant difference between male and female principals in the coping strategies adopted to overcome the organizational barriers of intimidating organizational cultures. The study had a target population of 825(N) persons from which a sample of 376(n) respondents was obtained. Questionnaires and interview schedules were used to collect relevant data. The study established that: principals demand for gender equality openly in all school activities and asserted themselves in presenting their qualifications to cushion them against leadership that excluded them, they sought family support before taking up any transfers on promotion in attempt to balance work and family responsibilities, they ensured they met the basic promotion criteria for upward mobility. The study established that there is no significant difference between public and private schools in terms of coping strategies embraced by female principals to overcome the organizational barriers. Lastly, it was found that; there was no significant statistical difference in the coping strategies embraced by female principals to overcome the organizational barriers on intimidating organizational cultures by gender. The study recommends that school organizations: should promote promotions not tied to transfers; establish support systems for female teachers which initiate and boost their confidence; flexible support schedules that support female teachers and put in place sustainable training programmes to nurture the positive attitudes so that self esteem and confidence comes out spontaneously for women to take up leadership responsibilities.