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

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.