Megersa Tolera

Arsi University, Ethiopia

Title: Factors affecting women's participation in leadership roles at Bokoji Town Administration, Ethiopia

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Biography

Megersa Tolera was born in 1985 in West Oromia, Wallagga Zone. He started his primary education at Labu Bokko Primary School in 1992. From 1999 to 2000, he attended grades 7 and 8 at Gidda Ayana Primary School. Megersa then completed his secondary education at Gidda Ayana Senior Secondary School from 2000 to 2004.

In 2006, Megersa joined Addis Ababa University and earned a BA in Sociology and Social Anthropology in 2008. After working for four years as a Trainer at Bishoftu Community Development Workers College, he rejoined Addis Ababa University in 2012 and obtained a Master's degree in Development Studies in 2013.

Since 2015, Megersa has been serving as a lecturer in the Department of Sociology and Social Work at Arsi University. In October 2018, he joined the postgraduate program at Haramaya University to pursue a PhD in Peace and Development Studies.

Abstract

This study investigates thefactors influencing women's participation in leadership positions within theBokoji Town Administration in the Oromia region of Ethiopia. The primaryobjective is to identify and analyze the multifaceted barriers and facilitatorsthat impact women's advancement to leadership roles, with a focus onsocio-cultural, personal, family-related, and institutional factors.

Employing a descriptive mixed-methods approach, the research involved a quantitative sample of 211participants alongside a qualitative sample of 11 participants. Data collection methods included in-depth interviews and surveys. Statistical software was utilized for descriptive analysis, providing insights into key characteristics of the dataset, while thematic analysis was applied to the qualitative data.

The results reveal significant socio-cultural barriers, such as deeply ingrained gender norms and stereotypes, which limit opportunities for women in leadership. Additionally, personal factors such as confidence levels, education, and challenges related to work-life balance were found to be critical. Institutional factors, including organizational policies, mentorship opportunities, and support systems, were identified as either hindering or facilitating women's participation in leadership.

The study concludes that enhancing women's leadership participation necessitates a multi faceted approach, which should include policy reforms, educational initiatives, and cultural shifts toward gender equality. It recommends the implementation of comprehensive strategies by various stakeholders, such as leadership training programs, the creation of supportive networks, and the fostering of an organizational culture that values gender diversity, as essential steps toward achieving gender-inclusive leadership in Bokoji Town.