Abstract:
The purpose of the study was to analyze female teachers’ aspiration toward school leadership
position and determinants of aspiration in Arsi Zone Secondary Schools. To conduct this study,
correlational research design was employed. Both quantitative and qualitative methods were
employed. 8 woredas were taken purposively and 27 governmental secondary schools were taken
compressively from these 8 woredas. The participants of this study were 130 female teachers
selected by using comprehensive sampling techniques from sampled schools. 26 secondary
school principals, 16 women and children affairs office, 8 head of woreda education office, 8
secondary school supervisors were involved in the study in Arsi Zon. The data were collected by
using questionnaire, interview and document reviews. Frequency, percentage, mean, standard
deviation and correlation analyses were used to analyze quantitative data. The data collected
from the structured interview, was analyzed and interpreted qualitatively. The findings of the
study revealed that female teachers aspiration toward secondary school leadership position tend
to be relatively positive in holding lower position but negative at the top leadership position. In
addition, major finding of the study revealed that, female teachers do not have plan to be school
leadership position, female teachers do not have self- confidence in their capabilities, lack of
qualification and experience of female teachers to be school leadership, the absence of model
female teachers on secondary school and female teachers do have negative attitude toward
secondary school leadership. The independent variable (demographic status, self-confidence,
self-efficacy and attitude) and the dependent variable (leadership aspiration) had a strong
relationship. As a result, there is a relationship between the two variables. These caused that
female teachers do not have an aspiration to be secondary school leadership. The forwarded
recommendations are; Continuous awareness creation should be offered to female teachers to
increase their aspiration. This awareness should be created by school leaders, woreda and zone
educational offices and ministry of education. Female teachers’ should be accepting their
potential contributions in leadership activities. Female teachers should build their knowledge
and leadership skills through reading and sharing of experience and upgrade their educational
qualification. Female teachers perceived themselves as having leadership qualities
