Journal of Global Research in Education and Social Science

The research investigated the attitudes of male teachers towards the appointment of female teachers as education managers on a gender-bias in Zimbabwean Primary Schools located in Umguza East-circuit. A survey design of both quantitative and qualitative nature was used to gather biographic data on: Effects of a gender policy on promotion and performance, promotional procedures, effects of female education managers on the performance of male teachers and attitudes of male teachers towards female education managers. The precoded quantitative data was gathered using a Likert-scale and presented in frequency tables while the qualitative data was screened and categorised according to themes under study for discussion. Judging by their statuses (61.4%) the majority of male teachers were due for promotion and were conscious of the existence of the gender policy (56.8%) as a promotional procedure in schools which they rejected (100%) in preference of meritocracy (57.89%). The seven female education managers who were appointed in the presence of twenty aspirants and eligible male teachers with sixteen years of teaching experience (45.4%) seem to confirm the existence of a gender policy. On the contrary, female education managers matched their male counterparts and disliked gender related comments (71.43%) when executing management duties. Interesting though was that male subordinates were supportive (71%) to the plight of females despite management being a macho domain for time immemorial. All things being equal, it is suggested that senior teachers be promoted on merit regardless of gender so as to instill credibility to the post. Such incumbents would need induction or attachment if they were to fit in, in their new appointments promptly. However, those disadvantaged by the promotional procedures of the past should be awarded extra-notches as a way of motivating them as opposed to elevating them to management posts which they might not warrant.