Effect of Self-Efficacy on Female Teachers’ Leadership Roles in Secondary Schools of West Arsi Zone, Ethiopia

Effect of Self-Efficacy on Female Teachers’ Leadership Roles in Secondary Schools of West Arsi Zone, Ethiopia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Effect of Self-Efficacy on Female Teachers’ Leadership Roles in Secondary Schools of West Arsi Zone, Ethiopia Adam Beriso, Demissie Dalelo This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9115968/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 12 You are reading this latest preprint version Abstract This study seeks to explore self-efficacy of female teachers in secondary schools in the West Arsi Zone, and whether it influences leadership aspirations. Following a concurrent triangulation design mixed-methods approach, the sample size for this study consisted of 165, comprising 143 female teachers, male principals, supervisors, and representatives of the education office. Quantitative and qualitative analyses methods were employed to analyze the data collected. Finding of study showed that most of female teachers in secondary schools had high level of self-efficacy towards to leadership aspiration. Also, the logistic regression analysis showed that both mastery experiences and vicarious experiences had significant effects on female teachers taking up leadership positions, increasing their chances by 87.4% and 86.9%, respectively. The study concludes that mastery and vicarious experiences are among the basic predictors of women teachers' involvement in leadership. The school environment is also not to be disregarded, where supportive cultures build confidence, while discrimination experiences undermine it. Recommendations include enhance mentorship programs, implementing professional development workshops, fostering inclusive school cultures, and supporting institutional policies. Thus, the study provides paths for wider implications regarding the discourse in general on gender equality in educational leadership, the need to further strengthen female educators through enhancing self-efficacy. Female Teachers Leadership role Secondary School self-efficacy Zone 1. Introduction Self-efficacy, introduced by ( 5 ), refers to an individual's belief in their ability to perform tasks or overcome challenges, significantly influencing goal-setting and persistence. Research has shown that individuals with high self-efficacy are more likely to pursue and persist in challenging objectives ( 6 ). In educational contexts, self-efficacy is closely linked to motivation, academic achievement, and leadership development ( 17 ). Recent studies have continued to identify the predictability of self-efficacy on female educators’ leadership aspiration. Female teachers who possess high self-efficacy are more likely to aspire to leadership positions ( 20 ). A meta-analysis also confirmed that self-efficacy influences career aspirations and fosters professional development and resilience ( 50 ). Moreover, as educators face increasing challenges, cultivating self-efficacy enables them to embrace leadership opportunities and inspire their students. Thus, further research on self-efficacy is essential, particularly regarding its impact on educational leadership opportunities for underrepresented populations ( 45 ). While this link between self-efficacy and leadership has been established, women teachers are still underrepresented in school leadership, especially in secondary education. The inequality is evident despite the global focus on attaining gender balance in various aspects of life as provided for in the United Nations Sustainable Development Goal 5 (SDG 5) on ensuring gender equality and empowerment of women and girls ( 49 ). Women are overrepresented in teaching positions yet underrepresented in leadership positions, particularly within secondary and tertiary educational levels ( 33 ). The literature suggests that the gap in educational leadership between genders has closed at a slow pace. The number of female principals in the U.S., for example, increased from 22 percent in 1991 to 29 percent in 2008 ( 39 ). By 2020, women held only 35% of secondary school leadership positions, revealing systemic barriers to women's advancement ( 41 ). In Ethiopia, secondary school directors are predominantly men, highlighting the need for interventions to address these disparities ( 47 ). This study aims to enhance understanding of the factors influencing women's leadership in education, particularly focusing on self-efficacy among female secondary school teachers. Addressing gender inequalities requires increasing self-efficacy alongside structural reforms, contributing to broader goals of equality and empowerment for women. The findings will propose strategies to boost the representation of female school leaders, particularly in the West Arsi Zone and across Ethiopian secondary schools, advancing equitable education systems and fulfilling SDG 5 objectives. 2. Literature Review 2.1. Self-efficacy and Leadership According to ( 5 ), self-efficacy is defined as “an individual's belief in their capacity to execute a task and produce a desired outcome”. First introduced by Bandura (1986), self-efficacy is a task-specific form of self-confidence, distinct from more generalized constructs such as self-esteem ( 4 ). Within Bandura’s social learning theory, self-efficacy is a central component. Individuals with stronger self-efficacy beliefs are more likely to perform effectively and achieve favorable outcomes, which in turn reinforce their efficacy beliefs ( 37 ). Recent research confirms that self-efficacy is a key factor in motivating individuals and enhancing knowledge for improved performance; it increases confidence and is directly related to performance levels ( 13 ). Similarly, motivated individuals can modify their perceptions and behaviors, thereby contributing to leadership development ( 32 ). This concept aligns with Sustainable Development Goal 5, which emphasizes gender equality and the promotion of women into leadership positions in the education sector ( 49 ). The discussion of leadership dynamics highlights the relationship between self-efficacy and women in leadership roles. Individuals with high self-efficacy possess the confidence to pursue leadership positions. Furthermore, self-efficacy has been demonstrated as one of the strongest predictors of effective leadership because it influences the level of effort leaders invest in tasks ( 1 ). This cognitive variable is as important for women leaders as knowledge and skills themselves ( 45 ). Moreover, highly self-efficacious leaders engage in more goal-directed behavior, thereby strengthening their leadership effectiveness ( 21 ). Women with high self-efficacy are more likely to accept leadership roles, whereas those with lower self-efficacy tend to decline such opportunities ( 31 ). Therefore, developing an enabling environment is essential to enhance women’s beliefs in their leadership aspirations. 2.2. Sources of Self-Efficacy and Leadership Aspirations According to Albert Bandura, four major sources shape the structure of self-efficacy beliefs: enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and emotional states ( 5 ). These significantly influence individuals’ leadership aspirations by either encouraging or undermining confidence in pursuing such roles. Also, ( 24 ) found that enactive mastery experiences are the most influential source of self-efficacy, as they relate to personal success or failure in task accomplishment. Success experiences strengthen self-efficacy by demonstrating mastery of specific skills, whereas failures may weaken it, particularly when a strong sense of efficacy has not yet been established. Furthermore, the influence of these sources on female educators’ leadership aspirations has been identified ( 40 ). Successful experiences in teaching and other professional activities build female educators’ beliefs in their capacity to manage leadership responsibilities. Vicarious experiences involve observing others perform tasks and noting their successes or failures. Observing similar role models can significantly enhance self-efficacy through modeling ( 5 ). Seeing peers promoted to leadership positions can motivate female teachers to aspire to similar roles ( 40 ). This suggests that vicarious experiences may encourage female teachers to pursue leadership positions in secondary schools. Verbal persuasion refers to the encouragement or discouragement received from others. Positive feedback can enhance self-efficacy, whereas negative feedback may diminish it. The effectiveness of verbal persuasion depends largely on the credibility of the source and the individual’s prior efficacy beliefs ( 48 ). Additionally, positive reinforcement from mentors and peers has been shown to significantly strengthen confidence among female educators ( 44 ). Physiological and emotional states, such as stress and mood, also influence self-efficacy beliefs ( 5 ). These factors interact with the other sources and collectively shape female educators’ leadership aspirations. Strengthening these sources of self-efficacy can contribute to advancing gender equality and promoting women’s leadership in education, in alignment with Sustainable Development Goal 5 ( 49 ). 2.3. Self-Efficacy and Female Teachers' Aspirations for Leadership Self-efficacy is a crucial antecedent to professional aspirations, particularly in educational leadership. Individuals with heightened self-efficacy believe in their ability to tackle challenges and achieve high levels of professional fulfillment ( 7 ). For women aspiring to leadership positions, self-efficacy significantly influences their capacity to pursue career advancement. However, studies have shown that although high self-efficacy promotes women’s professional ambitions, it may also expose them to certain risks, including emotional violence in the workplace, as evidenced in a study of female personnel in Nigeria ( 35 ). Such challenges appear less prevalent among women who have already advanced to higher levels of leadership. Furthermore, women have been found to report lower levels of leadership self-efficacy than men, despite no significant differences in their aspirations to assume leadership roles ( 27 ). This suggests a gap in confidence regarding management competencies. Therefore, female teachers require diverse leadership experiences to strengthen their self-efficacy and foster stronger leadership aspirations ( 10 ). Self-efficacy among women in middle management has been found to be positively associated with career aspirations ( 29 ). In addition, critical factors influencing women’s decisions to pursue leadership positions in education include self-confidence, self-esteem, and family support ( 15 ). Executive self-efficacy has also been shown to predict leadership behavior and differentiate between executives and non-executives, with leadership experiences positively related to self-efficacy beliefs ( 27 ). For sum up, women who possess high self-efficacy are more likely to engage in school leadership roles. Therefore, developing self-efficacy among female teachers particularly in secondary schools in the West Arsi Zone is essential for enhancing their leadership participation and advancement. 2.4. Factors Affecting Female Teachers’ Self-Efficacy Contextual factors, school culture, family-to-work conflict, and opportunities to receive mentoring shape female teachers' self-efficacy in various ways. Contextual Variables : Contextual environments play a crucial role in shaping the self-efficacy of female teachers as school leaders. Interpersonal support from staff, students, and parents has been identified as a significant predictor of principals’ perceived self-efficacy ( 43 ). Furthermore, both teaching and leadership experiences contribute to differences in self-efficacy levels among female teachers ( 22 ). Therefore, the self-efficacy of female secondary school teachers is influenced not only by personal mastery experiences but also by the broader social and organizational context in which they work. School Culture : School culture can serve as a significant barrier to women’s self-efficacy in pursuing leadership roles. High levels of gender stereotyping and patriarchal norms within schools have been shown to lower women’s confidence to engage in school leadership ( 12 ). Furthermore, limited access to professional and social networks restricts mentorship opportunities for women, thereby negatively affecting their interest in pursuing leadership positions ( 9 ). This suggests that school culture significantly influences female teachers’ aspirations toward school leadership in secondary schools. Moreover, achieving gender equality in school leadership requires structural and cultural transformation within organizations ( 19 ). In summary, school culture can have both positive and negative effects on female teachers’ aspirations for educational leadership, depending on the level of inclusiveness, support, and equity present within the institution. Family-Work Conflict : Work–family conflict is one of the most critical barriers to female teachers’ pursuit of senior positions. In the Ethiopian context, many female teachers face challenges in balancing professional and family responsibilities. Work–family conflict has been shown to undermine the self-efficacy of working women ( 3 ). This indicates that family responsibilities are directly related to female teachers’ self-efficacy and their leadership aspirations. Similarly, family demands have been found to negatively affect women’s careers, resulting in lower levels of self-efficacy and job satisfaction ( 46 ). Many female teachers in secondary schools experience such work–family conflicts, which can significantly diminish their confidence and reduce their motivation to pursue leadership positions. Mentoring Opportunities : Mentorship plays a crucial role in enhancing women’s self-efficacy and career advancement in educational leadership. However, female academics often face difficulties in finding mentors and accessing informal professional networks ( 2 ). The lack of senior female faculty further exacerbates this challenge. Despite these obstacles, female high achievers report that mentorship remains critical for their professional development, providing guidance and supportive encouragement ( 42 ). Thus, the self-efficacy of women teachers is influenced by contextual factors, school culture, work–family conflict, and access to mentorship opportunities. Supportive environments and effective mentorship are key to strengthening confidence and fostering leadership aspirations, whereas gender stereotypes, restrictive school culture, and work–family conflicts act as major deterrents to professional growth. 3. Methods and Materials 3.1 Research Questions In this study three research question were employed and intended to produce reliable finding of this study in with tittle of impact of self-efficacy on female teacher’s participation in leadership role in secondary schools of west Arsi zone. 1. To what extent do female secondary school teachers in the West Arsi Zone exhibit self-efficacy regarding their aspirations for leadership roles? · Rationale: This question clarifies the focus on measuring the extent of self-efficacy specifically related to leadership aspirations among female teachers in the specified region of West Arsi Zone. 2. How do the sources of self-efficacy mediate female teachers' decisions to pursue leadership positions in secondary schools? · Rationale : This question refines the focus to explore the mediating role of different sources of self-efficacy in influencing the decision-making process for leadership roles. 3. In what ways does the school environment impact female teachers' self-efficacy for pursuing leadership positions in secondary schools? · Rationale: This question specifies the examination of the school environment's influence on self-efficacy, making it clearer how environmental factors affect female teachers' leadership aspirations. 3.2. Scope of the study This study focused on 11 public secondary schools in the West Arsi Zone to explore the effect of self-efficacy on teachers in leadership roles. According to the zone education office, the number of female teachers in secondary schools has been increasing; however, leadership positions remain male-dominated. In 2017, only 8.4% of leadership roles were held by women, while 91.6% were occupied by men (47) . Given this underrepresentation, the study aimed to examine how self-efficacy influences female teachers’ engagement in leadership roles. 3.3. Research Design and Methods The study employed a concurrent triangulation design and mixed-method approach, allowing for the simultaneous collection of qualitative and quantitative data, thereby enhancing the strength of the findings (14) . By analyzing both data types side by side, the research validated the consistency of responses and identified differences, leading to a comprehensive understanding of the issues under investigation. Data collection included questionnaires, semi-structured interviews, and document reviews. The questionnaires contained both closed and open-ended items to capture a wide range of perspectives, while interviews targeted school leaders for in-depth insights. Document reviews examined female teachers’ participation in leadership roles over the past five years. A pilot test was conducted at Ajje Secondary School to assess the clarity and relevance of the questionnaire. The pilot, administered to 20 female teachers, demonstrated strong reliability, with Cronbach’s alpha ranging from 0.785 to 0.907, confirming the validity of the instrument (25) . 3.4. Population and Sampling The study targeted public secondary schools in the West Arsi Zone, which consists of 11 woredas and 57 schools. In the zone, there are a total of 2,699 teachers, of which 2,508 are male and only 191 are female, highlighting a significant gender gap among teaching staff (47) . The target population for this study included female teachers, department heads, female vice-principals, male principals, unit leaders, supervisors, and education experts. Using a purposive sampling method, participants were selected from eleven secondary schools located in five woredas with a higher density of female teachers, yielding a total of 165 participants—143 female teachers and the remainder consisting of male leaders and education officials. This approach was employed to obtain a manageable sample that was representative of those most knowledgeable about the barriers affecting female participation in school leadership positions. Table 1: population and sample Woredas/ Districts Sample schools Available positions Vs Actually Principals Vice principals Department heads Unit leaders Kofale Kofale Available positions 1 1 11 2 Female occupied - - 1 - Wabe Available positions 1 1 11 2 Female occupied - 1 - 1 Adaba Adaba Available positions 1 1 11 2 Female occupied - - - - Oda Available positions 1 1 11 2 Female occupied 1 - - - Shashamane Burka Kero Available positions 1 1 11 2 Female occupied - - 1 - Kuyera Available positions 1 1 11 2 Female occupied - - 1 - Hursa Simbo Available positions 1 1 11 2 Female occupied - - - - Arsi Nagele Nagele Arsi Available positions 1 1 11 2 Female occupied - - - - Kiltu re’ee Available positions 1 1 11 2 Female occupied - - - 1 Kore Biftu Bari Available positions 1 1 11 2 Female occupied - - - - Shire Available positions 1 1 11 2 Female occupied - 1 - - Total position 11 secondary schools Available positions 11 11 111 22 Female occupied 1 2 3 2 Rated=100% F*100/A 9.09% 18.18% 2.48 % 9.09% Source: West Arsi Zone Education Bureau, 2022 In Table 1, the West Arsi Zone shows a significant gender gap in educational leadership positions across nearly all woredas/districts. Of the 11 principal posts available, only one is occupied by a female, representing 9.09%. Similarly, 2 out of 11 vice-principal positions are held by women, accounting for 18.18%. Among heads of departments and unit leaders, the representation of females is even lower, at 2.48% and 9.09%, respectively. These findings are consistent with global trends, where women are often marginalized in educational leadership despite comprising a substantial portion of the teaching workforce (11) . The low numbers in the West Arsi Zone suggest the need for targeted interventions, such as mentorship programs and policy reforms, to enhance female participation in educational leadership positions. 3.5. Methods of Data Analysis This research study employed both qualitative and quantitative data analysis techniques to address the research questions and achieve the study objectives (34) . Quantitative data were analyzed using descriptive statistics, including percentages, frequencies, means, and standard deviations, while inferential statistics involved binary logistic regression and Pearson’s correlation. Qualitative data, collected through open-ended questionnaires, interviews, and document reviews, were analyzed using thematic analysis to identify patterns and key themes related to female teachers’ self-efficacy and leadership aspirations. 4. Results Analysis of Female Teachers' Self-Efficacy towards Leadership Aspirations This section presents an analysis of female teachers' self-efficacy regarding their leadership aspirations; explore their confidence levels through various self-assessment items, as illustrated in Table below. Table 2: Respondent responses on self-efficacy (N=140) N Items M SD 1 How confident are you that you will succeed at almost any endeavor you set in your mind? 3.21 1.2 2 I feel that I am a person of worth, at least on an equal plan with others 3.29 0.91 3 How confident are you that you will master difficult tasks? 3.39 0.85 4 I feel that I have many good qualities 3.7 0.92 5 How confident are you that you can achieve outcomes that matter to you? 3.53 0.94 6 I take a positive attitude toward myself 3.53 0.93 7 How confident are you that you will achieve most of the goals you have set? 3.57 0.97 8 No matter what comes my way, I am usually able to handle it. 3.45 0.9 9 How confident are you that you will successfully master many challenges? 3.62 0.83 10 When faced with difficulties, how confident are you that you can still perform well? 3.81 0.85 Aggregate mean=3.51 Level of self-efficacy: < 2.99=low, 3.0-3.49=moderate, above 3.5=high The results in Table 2 indicate that self-efficacy among female teachers in secondary schools is generally high, reflecting strong confidence in their leadership aspirations. The aggregate mean for respondents was 3.51, suggesting that self-efficacy is robust among the participants and supporting Bandura’s argument that self-efficacy influences individuals’ ability to rise above challenges (6) . For specific items, the highest self-efficacy was expressed in response to the statement, “When faced with difficulties, how confident are you that you can still perform well?” with a mean of 3.81 (SD = 0.85). This demonstrates that female teachers have a firm belief in their own resilience. The question, “How confident do you feel you can master most challenges?” averaged 3.62 (SD = 0.83), again highlighting respondents’ belief in their capabilities, a key factor in pursuing leadership positions. However, other items were rated more moderately. For instance, “How confident are you that you will succeed at almost any endeavor you set your mind to?” had a mean of 3.21 (SD = 1.20), indicating potential self-perceptual barriers that may limit leadership potential. Items reflecting personal worth and qualities scored 3.29 and 3.70, respectively, suggesting that while respondents acknowledged their strengths, societal and institutional factors may still influence their self-appraisal levels (18) . Open-ended responses from the questionnaires were analyzed qualitatively and triangulated with the quantitative findings. Most respondents emphasized that self-efficacy is essential for planning, goal realization, and overcoming barriers. However, many also noted that self-efficacy alone is only part of the journey, as stakeholder support is crucial for development and advancement into leadership roles. One participant explained, “Having high self-efficacy is essential, especially in leadership, because it enhances my capacity to communicate effectively, cooperate, and deal with challenges. This encourages me to aspire for leadership positions.” Logistic regression model analysis Mediation of Self-efficacy Sources in Leadership Decisions A logistic regression model was used to analyze the factors influencing women’s participation in school leadership. This models particularly suitable for examining the binary outcome of whether a woman participates in leadership (coded as 1) or does not participate (coded as 0) (16) . Mastery experience, vicarious experience, verbal persuasion, and emotional arousal were the key explanatory variables hypothesized to affect leadership participation. Logistic regression allows estimation of the probability of participation, making it possible to interpret how each explanatory variable influences leadership aspirations (28) . Additionally, the model facilitates understanding of the odds of participation through the logit transformation, making it a powerful tool for identifying the factors that affect female leadership in educational settings. Table 3 : Description of the variables Variables Description of the variables Mean (SD) Frequency Dependent variables Leadership position 1=Yes 0.19(0.396) 27(19.3%) 0=No 0.81(1.69) 113(80.7%) Explanatory variables Mastery experience Source of self-efficacy 3.8(0.842) Vicarious experience Source of self-efficacy 3.76(0.859) Verbal persuasion Source of self-efficacy 3.71(0.886) Emotional arousal Source of self-efficacy 3.66(0.708) As presented in Table 3, the data illustrate the influence of various sources of self-efficacy on female teachers’ leadership positions in secondary schools. The dependent variable, leadership position status, was coded as 1 for 19.3% of respondents (27 women) who reported holding a current leadership position and 0 for the remaining 80.7% (113 women) who did not. The low representation of women in leadership positions highlights a significant gap, suggesting the presence of barriers to female participation in school leadership (18) . Mastery experience, vicarious experience, verbal persuasion, and emotional arousal were the key dimensions used to describe self-efficacy as explanatory variables. Means and standard deviations indicate that respondents generally demonstrated moderate to high levels of self-efficacy. Mastery Experience (M = 3.80, SD = 0.842) suggests that respondents feel competent in tasks they have successfully performed, potentially supporting aspirations to leadership. Vicarious Experience (M = 3.76, SD = 0.859) indicates that positive perceptions of role models reinforce women’s beliefs in their capabilities, an important factor for prospective leaders. Verbal Persuasion (M = 3.71, SD = 0.886) shows that encouragement from peers and mentors contributes to motivation and the likelihood of seeking leadership roles. Emotional Arousal, though slightly lower (M = 3.66, SD = 0.708), suggests that while emotional support exists, further development of emotional resilience among female teachers may be needed (5, 24, 44) . In conclusion, the moderately high levels of self-efficacy across all sources indicate that female teachers have a solid foundation to support their leadership aspirations. However, the low percentage of women actually occupying leadership positions suggests that self-efficacy alone is insufficient to overcome the systemic and contextual barriers to female participation in educational leadership. A. Correlational Analysis Leadership Position and Sources of Self-Efficacy The following correlation analysis done on the basis of women's participation in leadership positions against the four self-efficacy sources of influence: mastery experience, vicarious experience, verbal persuasion, and emotional arousal. The significance values show that the relations are significant at 0.01 levels and hence a good statistical basis for such findings. Table 4 : Correlation coefficients 1 2 3 4 5 1. Leadership position 1 2. Mastery experience .438 ** 1 3. Vicarious experience .424 ** .488 ** 1 4. Verbal persuasion .370 ** .379 ** .442 ** 1 5. Emotional arousal -.113 .135 .063 .019 1 ** Correlation is significant at the 0.01 level (2-tailed) Correlation is significant at the 0.05 level (2-tailed). The table 4 shows the results as the following ways: Mastery Experience : (r = 0.438, p < 0.01) Significant positive relationship with Leadership Position, (r = 0.438, p < 0.01). A significant positive relation was found between the leadership position and mastery experiences. In support of these findings are previous theories from (5), which mention mastery experience improves self-efficacy. Vicarious Experience (r = 0.424, p < 0.01): Similarly, there is a significant positive correlation between leadership participation and vicarious experience. This would suggest that observing successful female leaders may inspire to take up leadership positions. Verbal Persuasion: (r=0.370, p<0.01). The positive correlation of verbal persuasion at r = 0.370 and significant at p < 0.01 level indicates that encouragement from others plays a critical role in women's decisions to pursue leadership positions. Emotional Arousal : (r=0.-113, p<0.01) The correlation between leadership position and emotional arousal was weak and negative (r = -0.113), suggesting that emotional responses are not a significant determinant of female teachers’ participation in leadership roles. Overall, the analysis revealed positive correlations between women’s leadership positions and the various sources of self-efficacy. These findings align with the principles of Sustainable Development Goal 5, which emphasizes gender equality and the empowerment of women (49) . Impact of Self-Efficacy on Female Teachers' Leadership Participation This research question aims to determine the factors that contribute to their leadership aspirations and actual involvement in leadership positions. Table 5: Binary Logistic Regression Variables B S.E. Wald Df Sig. Exp(B) Mastery experience 2.474 1.257 3.878 1 .049 11.874 Vicarious experience 2.289 1.148 3.974 1 .046 9.869 Verbal persuasion .716 1.004 .509 1 .475 2.047 Emotional arousal -1.410 .820 2.954 1 .086 .244 Constant -48.673 10.901 19.935 1 .000 .000 -2 Log likelihood 57.404 a Cox & Snell R Square .435 Nagelkerke R Square .696 Sample 140 The results in Table 5 indicate that mastery experience and vicarious experience have a significant effect on female teachers’ participation in school leadership, with odds ratios of 11.874 and 9.869, respectively. This implies that for every one-unit increase in mastery experience, the odds of a female teacher assuming a leadership position increase by approximately 87.4%, and a one-unit increase in vicarious experience raises the odds by about 86.9%, holding all other factors constant. In contrast, verbal persuasion and emotional arousal did not reach statistical significance, suggesting that these variables may be less influential in this context. With a Cox & Snell R² of 0.435 and a Nagelkerke R² of 0.696, the model demonstrates a relatively good fit, explaining approximately 43.5% to 69.6% of the variance in leadership participation. These findings support (8) assertion that mastery experience is the most influential source of self-efficacy, closely followed by vicarious experience. Impacts of School Environment on Female Teacher's Self-Efficacy for the Leader Position To identify the effects of school environment on female teachers' self-efficacy regarding school leadership, interviews were performed with each participant. Theme 1: Received Support and Encouragement, Discrimination, Discouragement Both women and men leaders reported how the presence or absence of encouragement and support, along with experiences of discrimination, impacted female teachers' self-efficacy in school settings. They noted that a lack of support in their early years and throughout their career development process significantly reduced their sense of efficacy. Family support and encouragement from school personnel were very influential. One participant identified her family as follows: "Everybody in my family was encouraging and supporting me. They all said that I was a genius and talented." Only three participants mentioned that their family members were in leadership positions, such as unit leaders or vice principals. The encouragement of such family members was, therefore, very important to motivate and act as role models for the then-aspiring school leaders. Theme 2: Supportive School Culture Promotes Self-Efficacy among Female Teachers Leaders indicated that a supportive school culture has helped to develop self-efficacy in female teachers. A number of participants narrated how negative experiences associated with a lack of support have reduced their self-confidence and hampered their career prospects. One participant added, "Even though the school environment is much more supportive to young female leaders compared with the past, I did not get such support." She remembered occasions when her leading was not valued and that led to discouragement in leadership. "I think most of the female teachers and school leaders in secondary schools do not get enough support to develop their self-efficacy in leading the school," she continued. The participants collectively expressed that their school environments often offered little support for female leaders, primarily supporting those already in positions of authority. "Support for increasing female teachers' leadership aspirations is very poor," one participant identified. Theme 3: Conflict Resolution Experiences and Their Impact on Self-Efficacy for School Leadership All the participants, both male and female leaders, emphasized that managing conflict significantly affects their self-efficacy. In the words of one participant, "One of the most important things a leader can do is to manage conflicts. When resources must be allocated, conflict cannot be avoided." Another described serving as the chair of a grant selection committee as one of the most formative experiences: "I have been on committees before, but this was the first with real conflict." She developed strategies for navigating this situation, and her self-efficacy was reinforced by committee members' appreciation. One female leader recounted conflict with students: "I have faced a lot of conflicts that taught me a lot about my leadership style and strengths." Altogether, these experiences will reveal that not only does resolving conflict effectively build women's leadership capability to take on the role of secondary school leaders but it also increases self-efficacy. This has its prime importance in bringing confidence to their capabilities in leadership. Theme 4: Facilitating Role of Organizational Policies in Career Development for School Leadership The female teacher leaders in this study identified that institutional policies based on merit have facilitated their career development process. Well-set policies concerning hiring, promotion, tenure, and rewards had been specifically helpful. One participant shared, "Good institutional policies differentiate the leaders from non-leaders. Therefore, the female teachers get the role models on which they are building in terms of leadership development." Participants felt the requirement for clear policies was needed: "While these policies existent are helpful often exist only on paper in our country." While the participants acknowledged the potential institutional policies that could enhance their self-efficacy, they lamented the lack of implementation and effective feedback to help them in their career paths. This again explores the influence of the school environment on female teachers' self-efficacy in pursuing leadership positions. This finding is supported by (26) , who stated that lower-order; proximal factors bear direct influences on self-efficacy and career choice considerations. The thematic analysis, therefore, indicates that the school environment plays a crucial role in the development of female teachers' self-efficacy regarding their leadership roles. The support available, organizational policies and the experiences of gender discrimination determine their aspirations. Family encouragement and supportive school culture enhance self-efficacy, whereas discrimination undermines confidence. 5. Discussion This study aimed to assess the level of self-efficacy among female secondary school teachers in the West Arsi Zone and explore how their beliefs relate to their professional experiences. The aggregate mean score of 3.51 indicates a relatively high level of self-efficacy among respondents; consistent with Bandura’s postulation that self-efficacy underpins aspirations and the capacity to tackle challenges ( 5 ). The highest confidence was reported in response to the question regarding performance under difficulty (M = 3.81), highlighting teachers’ belief in their resilience. However, some areas scored moderately, suggesting that female educators still face barriers in their self-perception. This aligns with ( 27 ), who found that women often score lower than men in leadership self-efficacy despite having similar leadership aspirations. These gaps underscore the need for targeted interventions to strengthen women’s confidence, particularly in areas where gender stereotypes persist. The logistic regression analysis showed that mastery and vicarious experiences significantly predict female teachers’ leadership intentions, with odds of 87.4% and 86.9%, respectively. This supports the finding of ( 5 ) assertion that mastery experiences, or successes attained through personal effort, are the most potent source of self-efficacy, while vicarious experiences, observing peers’ successes, also serve as strong motivators. The school environment emerged as another critical determinant of female teachers’ self-efficacy. A supportive school culture enhances confidence and fosters leadership aspirations; this finding confirms the finding of ( 43 ) who found that interpersonal support within schools significantly predicts perceived self-efficacy in principals. Participants emphasized the need for mentoring and institutional policies that actively support female teachers. This aligns with ( 36 ), who highlighted that mentoring relationships significantly enhance the self-efficacy of potential female leaders, promoting greater representation in educational leadership. Comparisons with previous literature reveal both consistencies and contrasts. High self-efficacy is associated with stronger leadership aspirations, consistent with ( 27 ), who reported that self-efficacy moderately influences leadership intentions. While the importance of mastery and vicarious experiences is reaffirmed, the relatively minor role of verbal persuasion in this study contrasts with theoretical perspectives emphasizing encouragement from peers and mentors. Overall, the findings indicate that self-efficacy, combined with a supportive school environment, is essential in fostering female teachers’ aspirations toward leadership positions. 6. Conclusions and Recommendations The conclusion of this study is that self-efficacy has a central role to play in influencing the leadership ambitions of female secondary school teachers in the West Arsi Zone. Notably, findings from this study clearly indicate that the majority of the female teachers surveyed had a high level of self-efficacy with regards to leadership, and this had a significant effect on their involvement in leadership roles. The variables of mastery and vicarious experience had a significant impact in increasing the predictability of involvement in leadership by women teachers. Through this study, the role of experiential and vicarious learning in developing women teachers’ self-efficacy and confidence in leadership roles has been supported. The study also brings out the environmental factor, which shows that an amenable environment promotes self-efficacy, and an invalidating environment diminishes self-efficacy. From these, some recommendations to enhance the self-efficacy and leadership aspirations of female teachers emerge. First, formal mentorship programs should be established to connect women teachers with experienced leaders who can provide guidance, support, and role modeling ( 30 ). Professional skill-building and leadership development workshops are also recommended to help participant’s master new skills and enhance their leadership competencies. Strengthening school culture to challenge gender stereotyping can further reinforce female leadership and self-efficacy ( 23 ). Additionally, facilitating institutional policies that allow flexible work arrangements can help alleviate work-family conflicts, thereby promoting self-efficacy and encouraging participation in leadership roles ( 46 ). Supportive school environments positively impact female teachers’ confidence and aspirations, while affirmative policies in leadership appointments can create more opportunities for women to assume leadership positions. Implementing these strategies has the potential to advance gender equity in educational leadership and enrich the overall educational landscape, benefiting the entire school community. Declarations Ethics Statement This is a study involving human research participants. The ethical approval of the study was obtained from the Ethics Review Committee of the College of Education and Behavioral Sciences, Wolaita Sodo University, Ethiopia. The study was done in accordance with the ethical standards of the Ethics Review Committee and in compliance with the national and institutional guidelines and regulations. Consent to Participate Informed consent was obtained from all participants before they took part in the study. Participation was voluntary, and participants were informed about the purpose of the study, their right to withdraw at any time, and the confidential nature of the study. Consent to Publish Statement Not applicable Data Availability Statement The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request. Funding Declaration This research received no specific grant from any funding agency in the public, commercial, or not for profit sectors. Competing Interests : The authors declare that there is no financial and non-financial conflict of interests. Declaration of generative AI The author used the AI technology like Quillbot, Poe in the writing process to improve the readability, grammar checking and language of manuscripts for the publication of this article. CRediT authorship contribution statement Adam Beriso: writing-review & editing, writing original draft, validation, supervision, methodology, formulation analysis, conceptualization . Demissie Dalelo: writing-review & editing, supervision, writing original draft, validation, methodology, formulation analysis . Clinical Trial Number This study didn’t involve a clinical trial; therefore, clinical trial registration is not applicable. References Ali HE, Schalk R, Van Engen M, Van Assen M. (2018). Leadership Self-Efficacy and Effectiveness: The Moderating Influence of Task Complexity. J Leadersh Stud, 11 (4). Ballenger J. (2010). Women's Access to Higher Education Leadership: Cultural and Structural Barriers. In Forum on public policy online (Vol. 2010, No. 5). Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Balogun AG. Work-family conflict and burnout among working mothers: The role of work-family conflict self-efficacy. Gend Behav. 2019;17(4):14224–36. Bandura A. Social foundations of thought and action. Englewood Cliffs NJ. 1986;1986:23–8. 2. Bandura A. (1997). Sources of self-efficacy. Self-efficacy: Exerc control, 79–113. Bandura A. (2013). The role of self-efficacy in goal-based motivation. New developments goal setting task Perform, 147–57. Bandura A. (2023). Cultivate self-efficacy for personal and organizational effectiveness. Principles of Organizational Behavior: The Handbook of Evidence‐Based Management 3rd Edition , 113–135. Bandura A, Hall P. Albert bandura and social learning theory. Learn Theor early years. 2018;78:35–6. Barkhuizen EN, Masakane G, van der Sluis L. (2022). In search of factors that hinder the career advancement of women to senior leadership positions. SA Journal of Industrial Psychology , 48 , 1986. Bellibaş MŞ, Boz A, Liu S, Polatcan M. (2026). Nurturing Female Teachers' Leadership Aspiration: The Role of Principal–Teacher Relationships, Resilience and Self-Efficacy. Eur J Educ, 61(1), e70475. Blackmore J. A feminist critical perspective on educational leadership. Int J Leadersh Educ. 2013;16(2):139–54. Cele SMK, Maphalala MC. Women in School Leadership: Their Strategies for Success. Women's Leadership in African Education. Cham: Springer Nature Switzerland; 2025. pp. 27–56. Cherian J, Jacob J. Impact of self efficacy on motivation and performance of employees. Int J Bus Manage. 2013;8(14):80. Creswell JW, Plano Clark VL. Revisiting mixed methods research designs twenty years later. Handb mixed methods Res designs. 2023;1(1):21–36. Cubillo L, Brown M. Women into educational leadership and management: international differences? J educational Adm. 2003;41(3):278–91. David W, Hosmer, Lemeshow S, Rodney X, Sturdivant. Applied logistic regression. New York: Wiley; 2000. Dunbar RL, Dingel MJ, Dame LF, Winchip J, Petzold AM. Student social self-efficacy, leadership status, and academic performance in collaborative learning environments. Stud High Educ. 2018;43(9):1507–23. Eagly AH, Carli LL, Carli LL. Through the labyrinth: The truth about how women become leaders. Volume 11. Boston, MA: Harvard Business School Press; 2007. Ely RJ, Meyerson DE. Advancing gender equity in organizations: The challenge and importance of maintaining a gender narrative. Organization. 2000;7(4):589–608. Hartman RL, Barber EG. Women in the workforce: The effect of gender on occupational self-efficacy, work engagement and career aspirations. Gend Management: Int J. 2020;35(1):92–118. Hendricks JW, Payne SC. Beyond the big five: Leader goal orientation as a predictor of leadership effectiveness. Hum Perform. 2007;20(4):317–43. Hoxha L, Hyseni-Duraku Z. (2017). The relationship between educational leadership and teachers’ self-efficacy. Eur J Social Behav Sci. Isaac C, Kaatz A, Lee B, Carnes M. An educational intervention designed to increase women's leadership self-efficacy. CBE—Life Sci Educ. 2012;11(3):307–22. Jensen RE. Sex educators and self-efficacy: Toward a taxonomy of enactive mastery experiences. Health Educ Behav. 2012;39(3):259–67. Khanal B, Chhetri DB. A pilot study approach to assessing the reliability and validity of relevancy and efficacy survey scale. Janabhawana Res J. 2024;3(1):35–49. Lent RW, Brown SD, Hackett G. Contextual supports and barriers to career choice: A social cognitive analysis. J Couns Psychol. 2000;47(1):36. McCormick MJ, Tanguma J, López-Forment AS. Extending self-efficacy theory to leadership: A review and empirical test. J Leadersh Educ. 2002;1(2):34–49. Menard S. Logistic regression: From introductory to advanced concepts and applications. Sage; 2010. Ming WH, Ahmad A, Ismail M. Antecedents of career aspirations among women in middle management. J Global Bus Manage. 2007;1:240–8. Mitchell AL. (2018). Woman-to-woman mentorship: exploring the components of effective mentoring relationships to promote and increase women's representation in top leadership roles (Doctoral dissertation, University of La Verne). Momsen KM, Carlson JA. To know I can might be enough: Women's self-efficacy and their identified leadership values. Adv Women Leadersh J. 2013;33:122–31. Norris SE. What motivates an individual to lead and engage in leadership development? Encyclopedia of strategic leadership and management. IGI Global; 2017. pp. 696–706. O’Connor P. Gender imbalance in senior positions in higher education: What is the problem? What can be done? Policy Reviews High Educ. 2019;3(1):28–50. Onwuegbuzie AJ, Leech NL. Linking research questions to mixed methods data analysis procedures. qualitative Rep. 2006;11(3):474–98. Ottu IF, Inwang WC. Perceived self-efficacy, domestic violence and women's ability to break industrial glass ceiling. Adv Women Leadersh J. 2013;33:177–87. Rhodes C, Fletcher S. Coaching and mentoring for self-efficacious leadership in schools. Int J Mentor Coaching Educ. 2013;2(1):47–63. Ross JA, Gray P. (2006). School leadership and student achievement: The mediating effects of teacher beliefs. Canadian Journal of Education/Revue canadienne de l'éducation , 798–822. Sen G. Gender equality and women's empowerment: Feminist mobilization for the SDG s. Global Policy. 2019;10:28–38. Sperandio J. Knowing the Community: Women Planning Careers in Educational Leadership. Planning & Changing; 2015. p. 46. Sperandio J, Merab Kagoda A. Women teachers' aspirations to school leadership in Uganda. Int J Educational Manage. 2010;24(1):22–33. Taie S, Goldring R. Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2017-18 National Teacher and Principal Survey. First Look. NCES 2020 – 142. National Center for Education Statistics; 2020. Tolar MH. Mentoring experiences of high-achieving women. Adv developing Hum Resour. 2012;14(2):172–87. Tschannen-Moran M, Gareis CR. Cultivating principals’ self-efficacy: Supports that matter. J school Leadersh. 2007;17(1):89–114. Varkey, P., Jatoi, A., Williams, A., Mayer, A., Ko, M., Files, J., … Hayes, S. (2012).The positive impact of a facilitated peer mentoring program on academic skills of women faculty. BMC medical education, 12(1), 14.. Versland TM. Exploring self-efficacy in education leadership programs: What makes the difference? J Res Leadersh Educ. 2016;11(3):298–320. Wang P, Lawler JJ, Shi K. Work—family conflict, self-efficacy, job satisfaction, and gender: Evidences from Asia. J Leadersh organizational Stud. 2010;17(3):298–308. WAZEB. 2022. West Arsi Zone Education Office. Wise JB, Trunnell EP. The influence of sources of self-efficacy upon efficacy strength. J Sport Exerc Psychol. 2001;23(4):268–80. Women UN. Monitoring gender equality and the empowerment of women and girls in the 2030 agenda for sustainable development: opportunities and challenges. UN Women; 2015. Zhou Y, Chen S, Deng X, Wang S, Shi L. Self-efficacy and career resilience: the mediating role of professional identity and work passion in kindergarten teachers. J Psychol Afr. 2023;33(2):165–70. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 17 May, 2026 Reviews received at journal 02 May, 2026 Reviewers agreed at journal 22 Apr, 2026 Reviewers agreed at journal 22 Apr, 2026 Reviews received at journal 18 Apr, 2026 Reviewers agreed at journal 10 Apr, 2026 Reviewers agreed at journal 10 Apr, 2026 Reviewers invited by journal 09 Apr, 2026 Editor invited by journal 19 Mar, 2026 Editor assigned by journal 14 Mar, 2026 Submission checks completed at journal 14 Mar, 2026 First submitted to journal 13 Mar, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9115968","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":623226904,"identity":"c596fc2b-5d1a-4bc7-9814-b328f207fa6c","order_by":0,"name":"Adam Beriso","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABBklEQVRIiWNgGAWjYFCCBAZmIMnDwMB84MAHhgMgIQNitbAlHpyB0IJPG0QLSJfxYR5itPC3Jz/dXFBxT0a+vcHgsE3FncQG9uZtEgwVf3BqkTjzzOz2jDPFPAZnDiQczjnzLLGB51iZBMMZPA67kWB2m7ctgcdAIuHA4dy2w4kNEjlmEoxtuLXI30j/dpv3XwKP/IzEhsOWIC3yb4Ba/uHWYnAjB2hLQwIPw41khsOMYFt4gFoacGsxPPOm7PaMY0CHnTnGcLDnzDPjNp60YouEY8Y4tcgdT992u6AmwV6+vf/zhx8Vd2T72Q9vvPGhRg639zEAG4hIIEHDKBgFo2AUjAJMAAAU01xszr1rngAAAABJRU5ErkJggg==","orcid":"","institution":"Wolaita Sodo University","correspondingAuthor":true,"prefix":"","firstName":"Adam","middleName":"","lastName":"Beriso","suffix":""},{"id":623226906,"identity":"a0c24a80-1169-4d1b-9fad-83cb6365ac2e","order_by":1,"name":"Demissie Dalelo","email":"","orcid":"","institution":"Wolaita Sodo University","correspondingAuthor":false,"prefix":"","firstName":"Demissie","middleName":"","lastName":"Dalelo","suffix":""}],"badges":[],"createdAt":"2026-03-13 14:53:35","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9115968/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9115968/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[],"financialInterests":"No competing interests reported.","formattedTitle":"Effect of Self-Efficacy on Female Teachers’ Leadership Roles in Secondary Schools of West Arsi Zone, Ethiopia","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eSelf-efficacy, introduced by (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e), refers to an individual's belief in their ability to perform tasks or overcome challenges, significantly influencing goal-setting and persistence. Research has shown that individuals with high self-efficacy are more likely to pursue and persist in challenging objectives (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). In educational contexts, self-efficacy is closely linked to motivation, academic achievement, and leadership development (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Recent studies have continued to identify the predictability of self-efficacy on female educators\u0026rsquo; leadership aspiration. Female teachers who possess high self-efficacy are more likely to aspire to leadership positions (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e). A meta-analysis also confirmed that self-efficacy influences career aspirations and fosters professional development and resilience (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e). Moreover, as educators face increasing challenges, cultivating self-efficacy enables them to embrace leadership opportunities and inspire their students. Thus, further research on self-efficacy is essential, particularly regarding its impact on educational leadership opportunities for underrepresented populations (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e). While this link between self-efficacy and leadership has been established, women teachers are still underrepresented in school leadership, especially in secondary education. The inequality is evident despite the global focus on attaining gender balance in various aspects of life as provided for in the United Nations Sustainable Development Goal 5 (SDG 5) on ensuring gender equality and empowerment of women and girls (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e). Women are overrepresented in teaching positions yet underrepresented in leadership positions, particularly within secondary and tertiary educational levels (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e). The literature suggests that the gap in educational leadership between genders has closed at a slow pace. The number of female principals in the U.S., for example, increased from 22 percent in 1991 to 29 percent in 2008 (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e). By 2020, women held only 35% of secondary school leadership positions, revealing systemic barriers to women's advancement (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e). In Ethiopia, secondary school directors are predominantly men, highlighting the need for interventions to address these disparities (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e). This study aims to enhance understanding of the factors influencing women's leadership in education, particularly focusing on self-efficacy among female secondary school teachers. Addressing gender inequalities requires increasing self-efficacy alongside structural reforms, contributing to broader goals of equality and empowerment for women. The findings will propose strategies to boost the representation of female school leaders, particularly in the West Arsi Zone and across Ethiopian secondary schools, advancing equitable education systems and fulfilling SDG 5 objectives.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Self-efficacy and Leadership\u003c/h2\u003e \u003cp\u003eAccording to (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e), self-efficacy is defined as \u0026ldquo;an individual's belief in their capacity to execute a task and produce a desired outcome\u0026rdquo;. First introduced by Bandura (1986), self-efficacy is a task-specific form of self-confidence, distinct from more generalized constructs such as self-esteem (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Within Bandura\u0026rsquo;s social learning theory, self-efficacy is a central component. Individuals with stronger self-efficacy beliefs are more likely to perform effectively and achieve favorable outcomes, which in turn reinforce their efficacy beliefs (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e). Recent research confirms that self-efficacy is a key factor in motivating individuals and enhancing knowledge for improved performance; it increases confidence and is directly related to performance levels (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). Similarly, motivated individuals can modify their perceptions and behaviors, thereby contributing to leadership development (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e). This concept aligns with Sustainable Development Goal 5, which emphasizes gender equality and the promotion of women into leadership positions in the education sector (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe discussion of leadership dynamics highlights the relationship between self-efficacy and women in leadership roles. Individuals with high self-efficacy possess the confidence to pursue leadership positions. Furthermore, self-efficacy has been demonstrated as one of the strongest predictors of effective leadership because it influences the level of effort leaders invest in tasks (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). This cognitive variable is as important for women leaders as knowledge and skills themselves (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e). Moreover, highly self-efficacious leaders engage in more goal-directed behavior, thereby strengthening their leadership effectiveness (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). Women with high self-efficacy are more likely to accept leadership roles, whereas those with lower self-efficacy tend to decline such opportunities (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e). Therefore, developing an enabling environment is essential to enhance women\u0026rsquo;s beliefs in their leadership aspirations.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Sources of Self-Efficacy and Leadership Aspirations\u003c/h2\u003e \u003cp\u003eAccording to Albert Bandura, four major sources shape the structure of self-efficacy beliefs: enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and emotional states (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). These significantly influence individuals\u0026rsquo; leadership aspirations by either encouraging or undermining confidence in pursuing such roles. Also, (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e) found that enactive mastery experiences are the most influential source of self-efficacy, as they relate to personal success or failure in task accomplishment. Success experiences strengthen self-efficacy by demonstrating mastery of specific skills, whereas failures may weaken it, particularly when a strong sense of efficacy has not yet been established. Furthermore, the influence of these sources on female educators\u0026rsquo; leadership aspirations has been identified (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e). Successful experiences in teaching and other professional activities build female educators\u0026rsquo; beliefs in their capacity to manage leadership responsibilities.\u003c/p\u003e \u003cp\u003eVicarious experiences involve observing others perform tasks and noting their successes or failures. Observing similar role models can significantly enhance self-efficacy through modeling (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). Seeing peers promoted to leadership positions can motivate female teachers to aspire to similar roles (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e). This suggests that vicarious experiences may encourage female teachers to pursue leadership positions in secondary schools. Verbal persuasion refers to the encouragement or discouragement received from others. Positive feedback can enhance self-efficacy, whereas negative feedback may diminish it. The effectiveness of verbal persuasion depends largely on the credibility of the source and the individual\u0026rsquo;s prior efficacy beliefs (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e). Additionally, positive reinforcement from mentors and peers has been shown to significantly strengthen confidence among female educators (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e). Physiological and emotional states, such as stress and mood, also influence self-efficacy beliefs (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). These factors interact with the other sources and collectively shape female educators\u0026rsquo; leadership aspirations. Strengthening these sources of self-efficacy can contribute to advancing gender equality and promoting women\u0026rsquo;s leadership in education, in alignment with Sustainable Development Goal 5 (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3. Self-Efficacy and Female Teachers' Aspirations for Leadership\u003c/h2\u003e \u003cp\u003eSelf-efficacy is a crucial antecedent to professional aspirations, particularly in educational leadership. Individuals with heightened self-efficacy believe in their ability to tackle challenges and achieve high levels of professional fulfillment (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). For women aspiring to leadership positions, self-efficacy significantly influences their capacity to pursue career advancement. However, studies have shown that although high self-efficacy promotes women\u0026rsquo;s professional ambitions, it may also expose them to certain risks, including emotional violence in the workplace, as evidenced in a study of female personnel in Nigeria (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e). Such challenges appear less prevalent among women who have already advanced to higher levels of leadership. Furthermore, women have been found to report lower levels of leadership self-efficacy than men, despite no significant differences in their aspirations to assume leadership roles (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). This suggests a gap in confidence regarding management competencies. Therefore, female teachers require diverse leadership experiences to strengthen their self-efficacy and foster stronger leadership aspirations (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e). Self-efficacy among women in middle management has been found to be positively associated with career aspirations (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn addition, critical factors influencing women\u0026rsquo;s decisions to pursue leadership positions in education include self-confidence, self-esteem, and family support (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). Executive self-efficacy has also been shown to predict leadership behavior and differentiate between executives and non-executives, with leadership experiences positively related to self-efficacy beliefs (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). For sum up, women who possess high self-efficacy are more likely to engage in school leadership roles. Therefore, developing self-efficacy among female teachers particularly in secondary schools in the West Arsi Zone is essential for enhancing their leadership participation and advancement.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4. Factors Affecting Female Teachers\u0026rsquo; Self-Efficacy\u003c/h2\u003e \u003cp\u003eContextual factors, school culture, family-to-work conflict, and opportunities to receive mentoring shape female teachers' self-efficacy in various ways.\u003c/p\u003e \u003cp\u003e \u003cb\u003eContextual Variables\u003c/b\u003e:\u003c/p\u003e \u003cp\u003eContextual environments play a crucial role in shaping the self-efficacy of female teachers as school leaders. Interpersonal support from staff, students, and parents has been identified as a significant predictor of principals\u0026rsquo; perceived self-efficacy (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e). Furthermore, both teaching and leadership experiences contribute to differences in self-efficacy levels among female teachers (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). Therefore, the self-efficacy of female secondary school teachers is influenced not only by personal mastery experiences but also by the broader social and organizational context in which they work.\u003c/p\u003e \u003cp\u003e \u003cb\u003eSchool Culture\u003c/b\u003e:\u003c/p\u003e \u003cp\u003eSchool culture can serve as a significant barrier to women\u0026rsquo;s self-efficacy in pursuing leadership roles. High levels of gender stereotyping and patriarchal norms within schools have been shown to lower women\u0026rsquo;s confidence to engage in school leadership (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). Furthermore, limited access to professional and social networks restricts mentorship opportunities for women, thereby negatively affecting their interest in pursuing leadership positions (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). This suggests that school culture significantly influences female teachers\u0026rsquo; aspirations toward school leadership in secondary schools. Moreover, achieving gender equality in school leadership requires structural and cultural transformation within organizations (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). In summary, school culture can have both positive and negative effects on female teachers\u0026rsquo; aspirations for educational leadership, depending on the level of inclusiveness, support, and equity present within the institution.\u003c/p\u003e \u003cp\u003e \u003cb\u003eFamily-Work Conflict\u003c/b\u003e:\u003c/p\u003e \u003cp\u003eWork\u0026ndash;family conflict is one of the most critical barriers to female teachers\u0026rsquo; pursuit of senior positions. In the Ethiopian context, many female teachers face challenges in balancing professional and family responsibilities. Work\u0026ndash;family conflict has been shown to undermine the self-efficacy of working women (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). This indicates that family responsibilities are directly related to female teachers\u0026rsquo; self-efficacy and their leadership aspirations. Similarly, family demands have been found to negatively affect women\u0026rsquo;s careers, resulting in lower levels of self-efficacy and job satisfaction (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e). Many female teachers in secondary schools experience such work\u0026ndash;family conflicts, which can significantly diminish their confidence and reduce their motivation to pursue leadership positions.\u003c/p\u003e \u003cp\u003e \u003cb\u003eMentoring Opportunities\u003c/b\u003e:\u003c/p\u003e \u003cp\u003eMentorship plays a crucial role in enhancing women\u0026rsquo;s self-efficacy and career advancement in educational leadership. However, female academics often face difficulties in finding mentors and accessing informal professional networks (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). The lack of senior female faculty further exacerbates this challenge. Despite these obstacles, female high achievers report that mentorship remains critical for their professional development, providing guidance and supportive encouragement (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e). Thus, the self-efficacy of women teachers is influenced by contextual factors, school culture, work\u0026ndash;family conflict, and access to mentorship opportunities. Supportive environments and effective mentorship are key to strengthening confidence and fostering leadership aspirations, whereas gender stereotypes, restrictive school culture, and work\u0026ndash;family conflicts act as major deterrents to professional growth.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Methods and Materials","content":"\u003ch2\u003e3.1 Research Questions\u003c/h2\u003e\n\u003cp\u003eIn this study three research question were employed and intended to produce reliable finding of this study in with tittle of impact of self-efficacy on female teacher\u0026rsquo;s participation in leadership role in secondary schools of west Arsi zone. \u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. \u003cstrong\u003eTo what extent do female secondary school teachers in the West Arsi Zone exhibit self-efficacy regarding their aspirations for leadership roles?\u003c/strong\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cem\u003e\u003cstrong\u003eRationale:\u003c/strong\u003e\u003c/em\u003e This question clarifies the focus on measuring the extent of self-efficacy specifically related to leadership aspirations among female teachers in the specified region of West Arsi Zone.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2. \u003cstrong\u003eHow do the sources of self-efficacy mediate female teachers\u0026apos; decisions to pursue leadership positions in secondary schools?\u003c/strong\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cem\u003e\u003cstrong\u003eRationale\u003c/strong\u003e\u003c/em\u003e\u003cem\u003e:\u003c/em\u003e This question refines the focus to explore the mediating role of different sources of self-efficacy in influencing the decision-making process for leadership roles.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. \u003cstrong\u003eIn what ways does the school environment impact female teachers\u0026apos; self-efficacy for pursuing leadership positions in secondary schools?\u003c/strong\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cem\u003e\u003cstrong\u003eRationale:\u003c/strong\u003e\u003c/em\u003e This question specifies the examination of the school environment\u0026apos;s influence on self-efficacy, making it clearer how environmental factors affect female teachers\u0026apos; leadership aspirations.\u003c/p\u003e\n\u003ch2\u003e3.2. Scope of the study\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp;This study focused on 11 public secondary schools in the West Arsi Zone to explore the effect of self-efficacy on teachers in leadership roles. According to the zone education office, the number of female teachers in secondary schools has been increasing; however, leadership positions remain male-dominated. In 2017, only 8.4% of leadership roles were held by women, while 91.6% were occupied by men \u003cstrong\u003e(47)\u003c/strong\u003e. Given this underrepresentation, the study aimed to examine how self-efficacy influences female teachers\u0026rsquo; engagement in leadership roles.\u003c/p\u003e\n\u003ch2\u003e3.3. Research Design and Methods \u0026nbsp;\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp;The study employed a concurrent triangulation design and mixed-method approach, allowing for the simultaneous collection of qualitative and quantitative data, thereby enhancing the strength of the findings \u003cstrong\u003e(14)\u003c/strong\u003e. By analyzing both data types side by side, the research validated the consistency of responses and identified differences, leading to a comprehensive understanding of the issues under investigation. Data collection included questionnaires, semi-structured interviews, and document reviews. The questionnaires contained both closed and open-ended items to capture a wide range of perspectives, while interviews targeted school leaders for in-depth insights. Document reviews examined female teachers\u0026rsquo; participation in leadership roles over the past five years. A pilot test was conducted at Ajje Secondary School to assess the clarity and relevance of the questionnaire. The pilot, administered to 20 female teachers, demonstrated strong reliability, with Cronbach\u0026rsquo;s alpha ranging from 0.785 to 0.907, confirming the validity of the instrument \u003cstrong\u003e(25)\u003c/strong\u003e.\u003c/p\u003e\n\u003ch2\u003e3.4. Population and Sampling\u0026nbsp;\u003c/h2\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; The study targeted public secondary schools in the West Arsi Zone, which consists of 11 woredas and 57 schools. In the zone, there are a total of 2,699 teachers, of which 2,508 are male and only 191 are female, highlighting a significant gender gap among teaching staff \u003cstrong\u003e(47)\u003c/strong\u003e. The target population for this study included female teachers, department heads, female vice-principals, male principals, unit leaders, supervisors, and education experts. Using a purposive sampling method, participants were selected from eleven secondary schools located in five woredas with a higher density of female teachers, yielding a total of 165 participants\u0026mdash;143 female teachers and the remainder consisting of male leaders and education officials. This approach was employed to obtain a manageable sample that was representative of those most knowledgeable about the barriers affecting female participation in school leadership positions.\u003c/p\u003e\n\u003cp\u003eTable 1: \u0026nbsp;population and sample\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;Woredas/ Districts\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample \u0026nbsp; schools\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAvailable positions Vs Actually\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ePrincipals\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVice principals\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDepartment heads\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnit leaders\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eKofale\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eKofale\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWabe\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eAdaba\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAdaba\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eOda\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eShashamane\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBurka Kero\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eKuyera\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eHursa Simbo\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eArsi Nagele\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNagele Arsi\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eKiltu re\u0026rsquo;ee\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eKore\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eBiftu Bari\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eShire\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal position\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e11 secondary schools\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eAvailable positions\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e111\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003eFemale occupied\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eRated=100%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 20px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eF*100/A\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e9.09%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e18.18%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.48 %\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 11px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e9.09%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eSource: West Arsi Zone Education Bureau, 2022\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eIn Table 1, the West Arsi Zone shows a significant gender gap in educational leadership positions across nearly all woredas/districts. Of the 11 principal posts available, only one is occupied by a female, representing 9.09%. Similarly, 2 out of 11 vice-principal positions are held by women, accounting for 18.18%. Among heads of departments and unit leaders, the representation of females is even lower, at 2.48% and 9.09%, respectively. These findings are consistent with global trends, where women are often marginalized in educational leadership despite comprising a substantial portion of the teaching workforce \u003cstrong\u003e(11)\u003c/strong\u003e. The low numbers in the West Arsi Zone suggest the need for targeted interventions, such as mentorship programs and policy reforms, to enhance female participation in educational leadership positions.\u003c/p\u003e\n\u003ch2\u003e3.5. Methods of Data Analysis\u003c/h2\u003e\n\u003cp\u003eThis research study employed both qualitative and quantitative data analysis techniques to address the research questions and achieve the study objectives \u003cstrong\u003e(34)\u003c/strong\u003e. Quantitative data were analyzed using descriptive statistics, including percentages, frequencies, means, and standard deviations, while inferential statistics involved binary logistic regression and Pearson\u0026rsquo;s correlation. Qualitative data, collected through open-ended questionnaires, interviews, and document reviews, were analyzed using thematic analysis to identify patterns and key themes related to female teachers\u0026rsquo; self-efficacy and leadership aspirations.\u003c/p\u003e"},{"header":"4. Results","content":"\u003cp\u003e\u003cstrong\u003eAnalysis of Female Teachers\u0026apos; Self-Efficacy towards Leadership Aspirations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis section presents an analysis of female teachers\u0026apos; self-efficacy regarding their leadership aspirations; explore their confidence levels through various self-assessment items, as illustrated in Table below.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 2: Respondent responses on self-efficacy (N=140)\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eItems\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eM\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"32\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd height=\"9\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003eHow confident are you that you will succeed at almost any endeavor you set in your mind?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"25\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u0026nbsp;I feel that I am a person of worth, at least on an equal plan with others\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0.91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"10\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u0026nbsp;How confident are you that you will master difficult tasks?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"19\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u0026nbsp;I feel that I have many good qualities\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"26\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003eHow confident are you that you can achieve outcomes that matter to you?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"19\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e\u0026nbsp;I take a positive attitude toward myself\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"20\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003eHow confident are you that you will achieve most of the goals you have set?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0.97\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"22\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003eNo matter what comes my way, I am usually able to handle it.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"24\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003eHow confident are you that you will successfully master many challenges?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"24\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 4px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003eWhen faced with difficulties, how confident are you that you can still perform well?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e3.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 8px;\"\u003e\n \u003cp\u003e0.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"37\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\" valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u003cstrong\u003e\u003cem\u003eAggregate mean=3.51\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd height=\"32\" style=\"width: 0px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003cem\u003eLevel of self-efficacy: \u0026lt; 2.99=low, 3.0-3.49=moderate, above 3.5=high\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe results in Table 2 indicate that self-efficacy among female teachers in secondary schools is generally high, reflecting strong confidence in their leadership aspirations. The aggregate mean for respondents was 3.51, suggesting that self-efficacy is robust among the participants and supporting Bandura\u0026rsquo;s argument that self-efficacy influences individuals\u0026rsquo; ability to rise above challenges \u003cstrong\u003e(6)\u003c/strong\u003e. For specific items, the highest self-efficacy was expressed in response to the statement, \u0026ldquo;When faced with difficulties, how confident are you that you can still perform well?\u0026rdquo; with a mean of 3.81 (SD = 0.85). This demonstrates that female teachers have a firm belief in their own resilience. The question, \u0026ldquo;How confident do you feel you can master most challenges?\u0026rdquo; averaged 3.62 (SD = 0.83), again highlighting respondents\u0026rsquo; belief in their capabilities, a key factor in pursuing leadership positions. However, other items were rated more moderately. For instance, \u0026ldquo;How confident are you that you will succeed at almost any endeavor you set your mind to?\u0026rdquo; had a mean of 3.21 (SD = 1.20), indicating potential self-perceptual barriers that may limit leadership potential. Items reflecting personal worth and qualities scored 3.29 and 3.70, respectively, suggesting that while respondents acknowledged their strengths, societal and institutional factors may still influence their self-appraisal levels \u003cstrong\u003e(18)\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003eOpen-ended responses from the questionnaires were analyzed qualitatively and triangulated with the quantitative findings. Most respondents emphasized that self-efficacy is essential for planning, goal realization, and overcoming barriers. However, many also noted that self-efficacy alone is only part of the journey, as stakeholder support is crucial for development and advancement into leadership roles. One participant explained, \u0026ldquo;Having high self-efficacy is essential, especially in leadership, because it enhances my capacity to communicate effectively, cooperate, and deal with challenges. This encourages me to aspire for leadership positions.\u0026rdquo;\u003c/p\u003e\n\u003ch2\u003eLogistic regression model analysis\u003c/h2\u003e\n\u003cp\u003e\u003cstrong\u003eMediation of Self-efficacy Sources in Leadership Decisions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA logistic regression model was used to analyze the factors influencing women\u0026rsquo;s participation in school leadership. This models particularly suitable for examining the binary outcome of whether a woman participates in leadership (coded as 1) or does not participate (coded as 0) \u003cstrong\u003e(16)\u003c/strong\u003e. Mastery experience, vicarious experience, verbal persuasion, and emotional arousal were the key explanatory variables hypothesized to affect leadership participation. Logistic regression allows estimation of the probability of participation, making it possible to interpret how each explanatory variable influences leadership aspirations \u003cstrong\u003e(28)\u003c/strong\u003e. Additionally, the model facilitates understanding of the odds of participation through the logit transformation, making it a powerful tool for identifying the factors that affect female leadership in educational settings.\u003c/p\u003e\n\u003cp\u003eTable 3\u003cstrong\u003e: Description of the variables\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDescription of the variables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean (SD) \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDependent variables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003eLeadership position\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; 1=Yes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.19(0.396)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e27(19.3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;0=No\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e0.81(1.69)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e113(80.7%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExplanatory variables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003eMastery experience\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003eSource of self-efficacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e3.8(0.842)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003eVicarious experience\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003eSource of self-efficacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e3.76(0.859)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003eVerbal persuasion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003eSource of self-efficacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e3.71(0.886)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003eEmotional arousal\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 213px;\"\u003e\n \u003cp\u003eSource of self-efficacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 108px;\"\u003e\n \u003cp\u003e3.66(0.708)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 105px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;As presented in Table 3, the data illustrate the influence of various sources of self-efficacy on female teachers\u0026rsquo; leadership positions in secondary schools. The dependent variable, leadership position status, was coded as 1 for 19.3% of respondents (27 women) who reported holding a current leadership position and 0 for the remaining 80.7% (113 women) who did not. The low representation of women in leadership positions highlights a significant gap, suggesting the presence of barriers to female participation in school leadership \u003cstrong\u003e(18)\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003eMastery experience, vicarious experience, verbal persuasion, and emotional arousal were the key dimensions used to describe self-efficacy as explanatory variables. Means and standard deviations indicate that respondents generally demonstrated moderate to high levels of self-efficacy. Mastery Experience (M = 3.80, SD = 0.842) suggests that respondents feel competent in tasks they have successfully performed, potentially supporting aspirations to leadership. Vicarious Experience (M = 3.76, SD = 0.859) indicates that positive perceptions of role models reinforce women\u0026rsquo;s beliefs in their capabilities, an important factor for prospective leaders. Verbal Persuasion (M = 3.71, SD = 0.886) shows that encouragement from peers and mentors contributes to motivation and the likelihood of seeking leadership roles. Emotional Arousal, though slightly lower (M = 3.66, SD = 0.708), suggests that while emotional support exists, further development of emotional resilience among female teachers may be needed \u003cstrong\u003e(5, 24, 44)\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003eIn conclusion, the moderately high levels of self-efficacy across all sources indicate that female teachers have a solid foundation to support their leadership aspirations. However, the low percentage of women actually occupying leadership positions suggests that self-efficacy alone is insufficient to overcome the systemic and contextual barriers to female participation in educational leadership.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eA. \u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eCorrelational Analysis Leadership Position and Sources of Self-Efficacy\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe following correlation analysis done on the basis of women\u0026apos;s participation in leadership positions against the four self-efficacy sources of influence: mastery experience, vicarious experience, verbal persuasion, and emotional arousal. The significance values show that the relations are significant at 0.01 levels and hence a good statistical basis for such findings.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 4 : Correlation coefficients\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e1. \u0026nbsp; Leadership position\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e2. Mastery experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.438\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e3. \u0026nbsp; Vicarious experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.424\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.488\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e4. \u0026nbsp; Verbal persuasion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.370\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.379\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.442\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e5. \u0026nbsp;Emotional arousal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e-.113\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.135\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e.063\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e\u003csub\u003e**\u0026nbsp;\u003c/sub\u003eCorrelation is significant at the 0.01 level (2-tailed)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003eCorrelation is significant at the 0.05 level (2-tailed).\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eThe table 4 shows the results as the following ways:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 9px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 8px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 4px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eMastery Experience\u003c/strong\u003e: (r = 0.438, p \u0026lt; 0.01)\u003c/p\u003e\n\u003cp\u003eSignificant positive relationship with Leadership Position, (r = 0.438, p \u0026lt; 0.01). A significant positive relation was found between the leadership position and mastery experiences. In support of these findings are previous theories from (5), which mention mastery experience improves self-efficacy.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eVicarious Experience\u003c/strong\u003e (r = 0.424, p \u0026lt; 0.01):\u003c/p\u003e\n\u003cp\u003eSimilarly, there is a significant positive correlation between leadership participation and vicarious experience. This would suggest that observing successful female leaders may inspire to take up leadership positions.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eVerbal Persuasion:\u0026nbsp;\u003c/strong\u003e(r=0.370, p\u0026lt;0.01).\u003c/p\u003e\n\u003cp\u003eThe positive correlation of verbal persuasion at r = 0.370 and significant at p \u0026lt; 0.01 level indicates that encouragement from others plays a critical role in women\u0026apos;s decisions to pursue leadership positions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEmotional\u0026nbsp;Arousal\u003c/strong\u003e: (r=0.-113,\u0026nbsp;p\u0026lt;0.01)\u003cbr\u003e\u0026nbsp;The correlation between leadership position and emotional arousal was weak and negative (r = -0.113), suggesting that emotional responses are not a significant determinant of female teachers\u0026rsquo; participation in leadership roles. Overall, the analysis revealed positive correlations between women\u0026rsquo;s leadership positions and the various sources of self-efficacy. These findings align with the principles of Sustainable Development Goal 5, which emphasizes gender equality and the empowerment of women \u003cstrong\u003e(49)\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImpact of Self-Efficacy on Female Teachers\u0026apos; Leadership Participation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research question aims to determine the factors that contribute to their leadership aspirations and actual involvement in leadership positions.\u003c/p\u003e\n\u003cp\u003eTable 5: \u0026nbsp;Binary Logistic Regression \u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 167px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eB\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 71px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eS.E.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 58px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWald\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDf\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSig.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExp(B)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eMastery experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e2.474\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e1.257\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e3.878\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e.049\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 124px;\"\u003e\n \u003cp\u003e11.874\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eVicarious experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e2.289\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e1.148\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e3.974\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e.046\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 124px;\"\u003e\n \u003cp\u003e9.869\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eVerbal persuasion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e.716\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e1.004\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e.509\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e.475\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 124px;\"\u003e\n \u003cp\u003e2.047\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eEmotional arousal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e-1.410\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e.820\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e2.954\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e.086\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 124px;\"\u003e\n \u003cp\u003e.244\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eConstant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e-48.673\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e10.901\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e19.935\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 124px;\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003e-2 Log likelihood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e57.404\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 124px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eCox \u0026amp; Snell R Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e.435\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 124px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eNagelkerke R Square\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e.696\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 124px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 167px;\"\u003e\n \u003cp\u003eSample\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 71px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 58px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 63px;\"\u003e\n \u003cp\u003e140\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 82px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 124px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;The results in Table 5 indicate that mastery experience and vicarious experience have a significant effect on female teachers\u0026rsquo; participation in school leadership, with odds ratios of 11.874 and 9.869, respectively. This implies that for every one-unit increase in mastery experience, the odds of a female teacher assuming a leadership position increase by approximately 87.4%, and a one-unit increase in vicarious experience raises the odds by about 86.9%, holding all other factors constant. In contrast, verbal persuasion and emotional arousal did not reach statistical significance, suggesting that these variables may be less influential in this context. With a Cox \u0026amp; Snell R\u0026sup2; of 0.435 and a Nagelkerke R\u0026sup2; of 0.696, the model demonstrates a relatively good fit, explaining approximately 43.5% to 69.6% of the variance in leadership participation. These findings support \u003cstrong\u003e(8)\u003c/strong\u003e assertion that mastery experience is the most influential source of self-efficacy, closely followed by vicarious experience.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImpacts of School Environment on Female Teacher\u0026apos;s Self-Efficacy for the Leader Position\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo identify the effects of school environment on female teachers\u0026apos; self-efficacy regarding school leadership, interviews were performed with each participant.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 1:\u003c/strong\u003e Received Support and Encouragement, Discrimination, Discouragement\u003c/p\u003e\n\u003cp\u003eBoth women and men leaders reported how the presence or absence of encouragement and support, along with experiences of discrimination, impacted female teachers\u0026apos; self-efficacy in school settings. They noted that a lack of support in their early years and throughout their career development process significantly reduced their sense of efficacy.\u003c/p\u003e\n\u003cp\u003eFamily support and encouragement from school personnel were very influential. One participant identified her family as follows: \u0026quot;Everybody in my family was encouraging and supporting me. They all said that I was a genius and talented.\u0026quot; Only three participants mentioned that their family members were in leadership positions, such as unit leaders or vice principals. The encouragement of such family members was, therefore, very important to motivate and act as role models for the then-aspiring school leaders.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 2:\u003c/strong\u003e Supportive School Culture Promotes Self-Efficacy among Female Teachers\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLeaders indicated that a supportive school culture has helped to develop self-efficacy in female teachers. A number of participants narrated how negative experiences associated with a lack of support have reduced their self-confidence and hampered their career prospects. One participant added, \u0026quot;Even though the school environment is much more supportive to young female leaders compared with the past, I did not get such support.\u0026quot; She remembered occasions when her leading was not valued and that led to discouragement in leadership. \u0026quot;I think most of the female teachers and school leaders in secondary schools do not get enough support to develop their self-efficacy in leading the school,\u0026quot; she continued.\u003c/p\u003e\n\u003cp\u003eThe participants collectively expressed that their school environments often offered little support for female leaders, primarily supporting those already in positions of authority. \u0026quot;Support for increasing female teachers\u0026apos; leadership aspirations is very poor,\u0026quot; one participant identified. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 3:\u003c/strong\u003e Conflict Resolution Experiences and Their Impact on Self-Efficacy for School Leadership\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAll the participants, both male and female leaders, emphasized that managing conflict significantly affects their self-efficacy. In the words of one participant, \u0026quot;One of the most important things a leader can do is to manage conflicts. When resources must be allocated, conflict cannot be avoided.\u0026quot; Another described serving as the chair of a grant selection committee as one of the most formative experiences: \u0026quot;I have been on committees before, but this was the first with real conflict.\u0026quot; She developed strategies for navigating this situation, and her self-efficacy was reinforced by committee members\u0026apos; appreciation.\u003c/p\u003e\n\u003cp\u003eOne female leader recounted conflict with students: \u0026quot;I have faced a lot of conflicts that taught me a lot about my leadership style and strengths.\u0026quot; Altogether, these experiences will reveal that not only does resolving conflict effectively build women\u0026apos;s leadership capability to take on the role of secondary school leaders but it also increases self-efficacy. This has its prime importance in bringing confidence to their capabilities in leadership.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 4:\u003c/strong\u003e Facilitating Role of Organizational Policies in Career Development for School Leadership \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe female teacher leaders in this study identified that institutional policies based on merit have facilitated their career development process. Well-set policies concerning hiring, promotion, tenure, and rewards had been specifically helpful. One participant shared, \u0026quot;Good institutional policies differentiate the leaders from non-leaders. Therefore, the female teachers get the role models on which they are building in terms of leadership development.\u0026quot; Participants felt the requirement for clear policies was needed: \u0026quot;While these policies existent are helpful often exist only on paper in our country.\u0026quot;\u003cem\u003e\u0026nbsp;\u003c/em\u003eWhile the participants acknowledged the potential institutional policies that could enhance their self-efficacy, they lamented the lack of implementation and effective feedback to help them in their career paths. This again explores the influence of the school environment on female teachers\u0026apos; self-efficacy in pursuing leadership positions. This finding is supported by \u003cstrong\u003e(26)\u003c/strong\u003e, who stated that lower-order; proximal factors bear direct influences on self-efficacy and career choice considerations. The thematic analysis, therefore, indicates that the school environment plays a crucial role in the development of female teachers\u0026apos; self-efficacy regarding their leadership roles. The support available, organizational policies and the experiences of gender discrimination determine their aspirations. Family encouragement and supportive school culture enhance self-efficacy, whereas discrimination undermines confidence.\u003c/p\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eThis study aimed to assess the level of self-efficacy among female secondary school teachers in the West Arsi Zone and explore how their beliefs relate to their professional experiences. The aggregate mean score of 3.51 indicates a relatively high level of self-efficacy among respondents; consistent with Bandura\u0026rsquo;s postulation that self-efficacy underpins aspirations and the capacity to tackle challenges (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). The highest confidence was reported in response to the question regarding performance under difficulty (M\u0026thinsp;=\u0026thinsp;3.81), highlighting teachers\u0026rsquo; belief in their resilience. However, some areas scored moderately, suggesting that female educators still face barriers in their self-perception. This aligns with (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e), who found that women often score lower than men in leadership self-efficacy despite having similar leadership aspirations. These gaps underscore the need for targeted interventions to strengthen women\u0026rsquo;s confidence, particularly in areas where gender stereotypes persist. The logistic regression analysis showed that mastery and vicarious experiences significantly predict female teachers\u0026rsquo; leadership intentions, with odds of 87.4% and 86.9%, respectively. This supports the finding of (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e) assertion that mastery experiences, or successes attained through personal effort, are the most potent source of self-efficacy, while vicarious experiences, observing peers\u0026rsquo; successes, also serve as strong motivators. The school environment emerged as another critical determinant of female teachers\u0026rsquo; self-efficacy. A supportive school culture enhances confidence and fosters leadership aspirations; this finding confirms the finding of (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e) who found that interpersonal support within schools significantly predicts perceived self-efficacy in principals. Participants emphasized the need for mentoring and institutional policies that actively support female teachers. This aligns with (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e), who highlighted that mentoring relationships significantly enhance the self-efficacy of potential female leaders, promoting greater representation in educational leadership. Comparisons with previous literature reveal both consistencies and contrasts. High self-efficacy is associated with stronger leadership aspirations, consistent with (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e), who reported that self-efficacy moderately influences leadership intentions. While the importance of mastery and vicarious experiences is reaffirmed, the relatively minor role of verbal persuasion in this study contrasts with theoretical perspectives emphasizing encouragement from peers and mentors. Overall, the findings indicate that self-efficacy, combined with a supportive school environment, is essential in fostering female teachers\u0026rsquo; aspirations toward leadership positions.\u003c/p\u003e"},{"header":"6. Conclusions and Recommendations","content":"\u003cp\u003eThe conclusion of this study is that self-efficacy has a central role to play in influencing the leadership ambitions of female secondary school teachers in the West Arsi Zone. Notably, findings from this study clearly indicate that the majority of the female teachers surveyed had a high level of self-efficacy with regards to leadership, and this had a significant effect on their involvement in leadership roles. The variables of mastery and vicarious experience had a significant impact in increasing the predictability of involvement in leadership by women teachers. Through this study, the role of experiential and vicarious learning in developing women teachers\u0026rsquo; self-efficacy and confidence in leadership roles has been supported. The study also brings out the environmental factor, which shows that an amenable environment promotes self-efficacy, and an invalidating environment diminishes self-efficacy. From these, some recommendations to enhance the self-efficacy and leadership aspirations of female teachers emerge. First, formal mentorship programs should be established to connect women teachers with experienced leaders who can provide guidance, support, and role modeling (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). Professional skill-building and leadership development workshops are also recommended to help participant\u0026rsquo;s master new skills and enhance their leadership competencies. Strengthening school culture to challenge gender stereotyping can further reinforce female leadership and self-efficacy (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e). Additionally, facilitating institutional policies that allow flexible work arrangements can help alleviate work-family conflicts, thereby promoting self-efficacy and encouraging participation in leadership roles (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e). Supportive school environments positively impact female teachers\u0026rsquo; confidence and aspirations, while affirmative policies in leadership appointments can create more opportunities for women to assume leadership positions. Implementing these strategies has the potential to advance gender equity in educational leadership and enrich the overall educational landscape, benefiting the entire school community.\u003c/p\u003e "},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics Statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis is a study involving human research participants. The ethical approval of the study was obtained from the Ethics Review Committee of the College of Education and Behavioral Sciences, Wolaita Sodo University, Ethiopia. The study was done in accordance with the ethical standards of the Ethics Review Committee and in compliance with the national and institutional guidelines and regulations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all participants before they took part in the study. Participation was voluntary, and participants were informed about the purpose of the study, their right to withdraw at any time, and the confidential nature of the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish Statement \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not for profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e:\u003c/p\u003e\n\u003cp\u003eThe authors declare that there is no financial and non-financial conflict of interests.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDeclaration of generative AI\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author used the AI technology like Quillbot, Poe in the writing process to improve the readability, grammar checking and language of manuscripts for the publication of this article.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCRediT authorship contribution statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAdam Beriso:\u0026nbsp;\u003c/strong\u003ewriting-review \u0026amp; editing, writing original draft, validation, supervision, methodology, formulation analysis, conceptualization\u003cstrong\u003e.\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDemissie Dalelo:\u0026nbsp;\u003c/strong\u003ewriting-review \u0026amp; editing, supervision, writing original draft, validation, methodology, formulation analysis\u003cstrong\u003e.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study didn\u0026rsquo;t involve a clinical trial; therefore, clinical trial registration is not applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAli HE, Schalk R, Van Engen M, Van Assen M. (2018). Leadership Self-Efficacy and Effectiveness: The Moderating Influence of Task Complexity. J Leadersh Stud, \u003cem\u003e11\u003c/em\u003e(4).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBallenger J. (2010). Women's Access to Higher Education Leadership: Cultural and Structural Barriers. In \u003cem\u003eForum on public policy online\u003c/em\u003e (Vol. 2010, No. 5). Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBalogun AG. Work-family conflict and burnout among working mothers: The role of work-family conflict self-efficacy. Gend Behav. 2019;17(4):14224\u0026ndash;36.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBandura A. Social foundations of thought and action. Englewood Cliffs NJ. 1986;1986:23\u0026ndash;8. 2.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBandura A. (1997). Sources of self-efficacy. Self-efficacy: Exerc control, 79\u0026ndash;113.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBandura A. (2013). The role of self-efficacy in goal-based motivation. New developments goal setting task Perform, 147\u0026ndash;57.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBandura A. (2023). Cultivate self-efficacy for personal and organizational effectiveness. \u003cem\u003ePrinciples of Organizational Behavior: The Handbook of Evidence‐Based Management 3rd Edition\u003c/em\u003e, 113\u0026ndash;135.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBandura A, Hall P. Albert bandura and social learning theory. Learn Theor early years. 2018;78:35\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBarkhuizen EN, Masakane G, van der Sluis L. (2022). In search of factors that hinder the career advancement of women to senior leadership positions. \u003cem\u003eSA Journal of Industrial Psychology\u003c/em\u003e, \u003cem\u003e48\u003c/em\u003e, 1986.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBellibaş MŞ, Boz A, Liu S, Polatcan M. (2026). Nurturing Female Teachers' Leadership Aspiration: The Role of Principal\u0026ndash;Teacher Relationships, Resilience and Self-Efficacy. Eur J Educ, 61(1), e70475.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBlackmore J. A feminist critical perspective on educational leadership. Int J Leadersh Educ. 2013;16(2):139\u0026ndash;54.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCele SMK, Maphalala MC. Women in School Leadership: Their Strategies for Success. Women's Leadership in African Education. Cham: Springer Nature Switzerland; 2025. pp. 27\u0026ndash;56.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCherian J, Jacob J. Impact of self efficacy on motivation and performance of employees. Int J Bus Manage. 2013;8(14):80.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCreswell JW, Plano Clark VL. Revisiting mixed methods research designs twenty years later. Handb mixed methods Res designs. 2023;1(1):21\u0026ndash;36.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCubillo L, Brown M. Women into educational leadership and management: international differences? J educational Adm. 2003;41(3):278\u0026ndash;91.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDavid W, Hosmer, Lemeshow S, Rodney X, Sturdivant. Applied logistic regression. New York: Wiley; 2000.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDunbar RL, Dingel MJ, Dame LF, Winchip J, Petzold AM. Student social self-efficacy, leadership status, and academic performance in collaborative learning environments. Stud High Educ. 2018;43(9):1507\u0026ndash;23.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eEagly AH, Carli LL, Carli LL. Through the labyrinth: The truth about how women become leaders. Volume 11. Boston, MA: Harvard Business School Press; 2007.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eEly RJ, Meyerson DE. Advancing gender equity in organizations: The challenge and importance of maintaining a gender narrative. Organization. 2000;7(4):589\u0026ndash;608.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHartman RL, Barber EG. Women in the workforce: The effect of gender on occupational self-efficacy, work engagement and career aspirations. Gend Management: Int J. 2020;35(1):92\u0026ndash;118.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHendricks JW, Payne SC. Beyond the big five: Leader goal orientation as a predictor of leadership effectiveness. Hum Perform. 2007;20(4):317\u0026ndash;43.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHoxha L, Hyseni-Duraku Z. (2017). The relationship between educational leadership and teachers\u0026rsquo; self-efficacy. Eur J Social Behav Sci.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eIsaac C, Kaatz A, Lee B, Carnes M. An educational intervention designed to increase women's leadership self-efficacy. CBE\u0026mdash;Life Sci Educ. 2012;11(3):307\u0026ndash;22.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJensen RE. Sex educators and self-efficacy: Toward a taxonomy of enactive mastery experiences. Health Educ Behav. 2012;39(3):259\u0026ndash;67.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKhanal B, Chhetri DB. A pilot study approach to assessing the reliability and validity of relevancy and efficacy survey scale. Janabhawana Res J. 2024;3(1):35\u0026ndash;49.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLent RW, Brown SD, Hackett G. Contextual supports and barriers to career choice: A social cognitive analysis. J Couns Psychol. 2000;47(1):36.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMcCormick MJ, Tanguma J, L\u0026oacute;pez-Forment AS. Extending self-efficacy theory to leadership: A review and empirical test. J Leadersh Educ. 2002;1(2):34\u0026ndash;49.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMenard S. Logistic regression: From introductory to advanced concepts and applications. Sage; 2010.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMing WH, Ahmad A, Ismail M. Antecedents of career aspirations among women in middle management. J Global Bus Manage. 2007;1:240\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMitchell AL. (2018). Woman-to-woman mentorship: exploring the components of effective mentoring relationships to promote and increase women's representation in top leadership roles (Doctoral dissertation, University of La Verne).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMomsen KM, Carlson JA. To know I can might be enough: Women's self-efficacy and their identified leadership values. Adv Women Leadersh J. 2013;33:122\u0026ndash;31.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNorris SE. What motivates an individual to lead and engage in leadership development? Encyclopedia of strategic leadership and management. IGI Global; 2017. pp. 696\u0026ndash;706.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eO\u0026rsquo;Connor P. Gender imbalance in senior positions in higher education: What is the problem? What can be done? Policy Reviews High Educ. 2019;3(1):28\u0026ndash;50.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOnwuegbuzie AJ, Leech NL. Linking research questions to mixed methods data analysis procedures. qualitative Rep. 2006;11(3):474\u0026ndash;98.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOttu IF, Inwang WC. Perceived self-efficacy, domestic violence and women's ability to break industrial glass ceiling. Adv Women Leadersh J. 2013;33:177\u0026ndash;87.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRhodes C, Fletcher S. Coaching and mentoring for self-efficacious leadership in schools. Int J Mentor Coaching Educ. 2013;2(1):47\u0026ndash;63.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRoss JA, Gray P. (2006). School leadership and student achievement: The mediating effects of teacher beliefs. \u003cem\u003eCanadian Journal of Education/Revue canadienne de l'\u0026eacute;ducation\u003c/em\u003e, 798\u0026ndash;822.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSen G. Gender equality and women's empowerment: Feminist mobilization for the SDG s. Global Policy. 2019;10:28\u0026ndash;38.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSperandio J. Knowing the Community: Women Planning Careers in Educational Leadership. Planning \u0026amp; Changing; 2015. p. 46.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSperandio J, Merab Kagoda A. Women teachers' aspirations to school leadership in Uganda. Int J Educational Manage. 2010;24(1):22\u0026ndash;33.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTaie S, Goldring R. Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2017-18 National Teacher and Principal Survey. First Look. NCES 2020\u0026thinsp;\u0026ndash;\u0026thinsp;142. National Center for Education Statistics; 2020.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTolar MH. Mentoring experiences of high-achieving women. Adv developing Hum Resour. 2012;14(2):172\u0026ndash;87.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTschannen-Moran M, Gareis CR. Cultivating principals\u0026rsquo; self-efficacy: Supports that matter. J school Leadersh. 2007;17(1):89\u0026ndash;114.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eVarkey, P., Jatoi, A., Williams, A., Mayer, A., Ko, M., Files, J., \u0026hellip; Hayes, S. (2012).The positive impact of a facilitated peer mentoring program on academic skills of women faculty. BMC medical education, 12(1), 14..\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eVersland TM. Exploring self-efficacy in education leadership programs: What makes the difference? J Res Leadersh Educ. 2016;11(3):298\u0026ndash;320.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWang P, Lawler JJ, Shi K. Work\u0026mdash;family conflict, self-efficacy, job satisfaction, and gender: Evidences from Asia. J Leadersh organizational Stud. 2010;17(3):298\u0026ndash;308.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWAZEB. 2022. West Arsi Zone Education Office.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWise JB, Trunnell EP. The influence of sources of self-efficacy upon efficacy strength. J Sport Exerc Psychol. 2001;23(4):268\u0026ndash;80.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWomen UN. Monitoring gender equality and the empowerment of women and girls in the 2030 agenda for sustainable development: opportunities and challenges. UN Women; 2015.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZhou Y, Chen S, Deng X, Wang S, Shi L. Self-efficacy and career resilience: the mediating role of professional identity and work passion in kindergarten teachers. J Psychol Afr. 2023;33(2):165\u0026ndash;70.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Female Teachers, Leadership role, Secondary School, self-efficacy, Zone","lastPublishedDoi":"10.21203/rs.3.rs-9115968/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9115968/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study seeks to explore self-efficacy of female teachers in secondary schools in the West Arsi Zone, and whether it influences leadership aspirations. Following a concurrent triangulation design mixed-methods approach, the sample size for this study consisted of 165, comprising 143 female teachers, male principals, supervisors, and representatives of the education office. Quantitative and qualitative analyses methods were employed to analyze the data collected. Finding of study showed that most of female teachers in secondary schools had high level of self-efficacy towards to leadership aspiration. Also, the logistic regression analysis showed that both mastery experiences and vicarious experiences had significant effects on female teachers taking up leadership positions, increasing their chances by 87.4% and 86.9%, respectively. The study concludes that mastery and vicarious experiences are among the basic predictors of women teachers' involvement in leadership. The school environment is also not to be disregarded, where supportive cultures build confidence, while discrimination experiences undermine it. Recommendations include enhance mentorship programs, implementing professional development workshops, fostering inclusive school cultures, and supporting institutional policies. Thus, the study provides paths for wider implications regarding the discourse in general on gender equality in educational leadership, the need to further strengthen female educators through enhancing self-efficacy.\u003c/p\u003e","manuscriptTitle":"Effect of Self-Efficacy on Female Teachers’ Leadership Roles in Secondary Schools of West Arsi Zone, Ethiopia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-17 20:59:07","doi":"10.21203/rs.3.rs-9115968/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-05-17T09:35:29+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-05-02T15:40:25+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"256467884190181493694073988734641956150","date":"2026-04-22T18:15:09+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"184554615766545098496690453085531367521","date":"2026-04-22T17:34:19+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-18T04:47:08+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"245970701604027751069584887877626429523","date":"2026-04-11T03:40:13+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"179115776715309680763257223387686157162","date":"2026-04-10T14:12:47+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-04-09T17:22:08+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-03-19T09:41:02+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-14T14:37:16+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-14T14:36:34+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-03-13T14:39:31+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"57828722-3773-4e4f-b0c2-73f5e6e48b61","owner":[],"postedDate":"April 17th, 2026","published":true,"recentEditorialEvents":[{"type":"editorInvitedReview","content":"","date":"2026-05-17T09:35:29+00:00","index":67,"fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-05-02T15:40:25+00:00","index":64,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-17T20:59:08+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-17 20:59:07","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9115968","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9115968","identity":"rs-9115968","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}