Influence of Organisational Work Environment on Women’s Leadership Progression in Mixed Senior Schools in Mt. Elgon Sub-County, Kenya

Abstract

This study examined the influence of the organisational work environment on women's leadership progression in mixed senior schools in Mt. Elgon Sub-County, Kenya. The underrepresentation of women in educational leadership remains a major challenge in achieving gender equity in secondary schools in Kenya. The study was anchored on the Role Congruity Theory and complemented by Social Cognitive Theory. A descriptive survey research design was adopted using a census sampling technique involving all 71 respondents, comprising 57 female teachers, 13 school principals, and one official from the Teachers Service Commission. Primary data were collected through structured questionnaires and interview schedules. Quantitative data were analysed using SPSS version 29 through descriptive statistics and multiple regression analysis, while qualitative data were analysed thematically. The findings revealed that the organisational work environment had a statistically significant influence on women's leadership progression (? = 0.342, p = 0.002). Key challenges identified included gender bias, inadequate institutional support, limited professional recognition, and lack of mentorship opportunities. These factors negatively affected women's leadership aspirations and career advancement. Conversely, inclusive and supportive school environments enhanced women's opportunities for leadership progression. The study concludes that the organisational work environment is a critical determinant of women's advancement into leadership positions in mixed senior schools. The study recommends that the Ministry of Education, the Teachers Service Commission, and school administrators strengthen gender-responsive policies, mentorship programs, and equitable promotion practices to enhance women's representation in educational leadership.