Women educators are being urged to assume leadership roles within educational institutions and engage more prominently in organizational decision-making processes.
A recent study reveals that although women teach at all educational levels and constitute the majority in primary school teaching staff, male presence increases as one progresses through higher educational tiers and into leadership positions.
According to the second gender equality in education status report by Usawa Agenda, women continue to be underrepresented in senior school leadership, with the exception of girls’ institutions where they make up 84 percent of school heads.
The report, which compiled findings from a survey conducted in June and July 2025 across all 47 counties, states: ‘The teaching field becomes increasingly male-dominated as educational levels advance, with female representation declining from 58 percent in primary schools to 51 percent in junior schools and further to 43 percent in senior schools.’
These statistics translate to 58 out of every 100 primary school teachers being women, compared to 51 of every 100 in junior schools and 43 of every 100 in senior schools.
Despite greater female representation at lower educational levels, leadership roles continue to be predominantly held by men.
At the primary school level, only 33 percent of head teachers are women, with females comprising just 14 and 18 percent of chairpersons for primary and junior school Boards of Management respectively.
In senior schools, women fill only three of every ten head teacher positions and 13 of every 100 Board of Management chairperson roles.
The report highlights that even in girls’ schools, women hold only 31 percent of Board of Management chairperson positions.
The report challenges stakeholders to consider whether existing commitments to gender equality are resulting in tangible advancements toward gender parity in professional settings.
Addressing the report launch at the Kenya Institute of Curriculum Development on Tuesday, Stephen Barongo, head of the Directorate of Primary Education at the Ministry of Education, motivated female teachers to pursue leadership roles within their educational institutions.
He indicated that some women hold the mistaken belief that leadership positions are exclusively meant for men.
‘During my tenure as District Education Officer, I nominated women for leadership positions only to have them decline, stating these roles weren’t suitable for them. I believe our female educators possess exceptional capabilities, and we should actively encourage them to assume these leadership responsibilities,’ he stated.
The Kenya National Union of Teachers embraced the survey findings, noting that the organization significantly depends on data to develop internal policies and guide its interactions with the national government.
‘This is particularly relevant in our discussions regarding teacher employment negotiations, advancement of female teachers to administrative positions, and collaborations with our partners,’ stated Alice Tuei, executive officer coordinating Knut’s Gender Desk.
She highlighted that women have been appointed to leadership positions throughout the union’s 110 branches and are represented in public schools, reflecting trust in their capacity for making prudent policy decisions.
Nevertheless, she observed that among the 1,789 female educators in leadership roles within the union, only 515 occupy senior leadership positions.
‘Thus, we continue to face challenges, leading us to question the ratio of female teachers to male teachers. We possess the potential to achieve SDG 5 on gender equality,’ she emphasized.
Anne Wang’ombe, Principal Secretary in the Ministry of Gender and Affirmative Action, with remarks delivered by Josephine Obonyo on her behalf, stated that the report should be regarded not merely as a ceremonial case study but as a policy roadmap for attaining gender parity in educational and professional settings.
She emphasized that all stakeholders share the collective duty to ensure the report’s recommendations are integrated into national dialogues and transformed into concrete outcomes that advance the interests of girls and women in the education sector.