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Lack of significant representation of women in decision making positions in education (administration, management and leadership) was a widespread phenomenon in both developing and developed countries. It is an area that has attracted the attention of many scholars and researchers (Combat, 2014; Marshall, 1992; Msila, 2013; Uwezeyimana, Modiba and Mathevula, 2014; Turner, Gozalas and Wood, 2008; Young, 2004). Lack of representation has been attributed to a number of barriers or hindrances, among them, race, culture, ethnicity, religion, marital status, discriminatory hiring and promotion practices, lack of mentoring systems from families and colleagues, lack of networking, lack of female role models and lack of support from colleagues and administrators, among others (Moorosi, 2010; Uwizeyimana, Modiba and Mathevula, 2014; Chisholm, 2001; Baldoni, 2013). It is therefore argued that poor representation of women in decision making roles deprives the sector, important skills, qualification, experiences, expertise and qualities such as inclusiveness, openness, consensus building, innovation, collaboration, collegiality and meticulousity, that they posses (Combat, 2014). This articles or paper presents the findings based on the views of male and female principals in relations to the barriers or hindrances that contribute to the current situation of underrepresentation of women in secondary schools leadership, management and administration positions. Evidence indicates existence of convergence and divergence views among male and female principals. American Research Journal of Humanities and Social Sciences ISSN (Online) : 2378-7031 Volume 4, Issue 1, 13 pages

american research journal of humanities and social sciences

Hindrances to Women Advancing to Principals’ Decision Making Positions in Secondary Schools in Kenya: Evidence of Convergence and Divergence Views among Current Male and Female Principals