ENGENDERING CHANGE MANAGEMENT ROLES: A CASE OF TOP EDUCATIONAL LEADERSHIP IN KENYA

Despite efforts by international protocols and conventions, Millennium Development Goal three, Kenya Vision 2030, Ministry of Education gender policy and lately, Kenya’s 2010 Constitution to address gender imbalance, there appears to be no difference in the levels of gender inequality in educational management and other senior positions. However, in education, limited participation of one gender group in educational planning and management may lead to decisions that fail to promote participation, retention and learning acquisition of female and male students. This study therefore sought to establish the role of male and female top educational leaders during gender balancing, and to use this as a lens to consider the gendered nature of the change process. Descriptive survey was used. The study was carried out at the Ministry of Education headquarters. Data were collected from top educational leaders using questionnaire and interview schedule. The study established that while no gender should be a change recipient during gender balancing, both gender should play active roles, in equal measures, as change enablers. In addition, female gender should be more active as change drivers while male gender should be more active as change implementers in the process of gender balancing. The study concluded that male and female opinions, concerning change management roles during gender balancing are in the intensity, rather than in the kind. It is recommended that the Ministry of Education should aim at achieving gender parity and that in the process of gender balancing, tailor made capacity building trainings should be provided for both male and female educational leaders. In addition, female educational leaders, as change drivers should form informal and formal groups to create momentum for this change initiative and act as role models of the new reality.