Construct

Item

Measures

Section A: Background characteristics

BV1

Age groups in years (Up to 29 years, 30 - 39 years, 30 - 39 years, 50 years and above)

BV2

Highest level of education attained by the respondent (Grade III, Diploma, Bachelor’s degree, Post graduate qualifications)

BV3

Experience (Less than 5 years, 5 - 10 years, 11 years and above)

BV4

Responsibility (Subject Teacher only, Class teacher, Head of Department, Senior administrator)

Section B: Female teachers progress to leadership

Measures

FPL1

Many females in the primary schools education sector enjoy being in the limelight

FPL2

Talented females have easily risen to leadership roles in primary schools

FPL3

Females in positions of leadership in primary schools are comfortable when they have to criticise fellow teachers

TPL4

In primary schools females with skills and qualifications are recognised for promotion

FPL5

There are many females in senior positions in the primary schools sector

FPL6

In the primary schools education sector females have attained equality with men in getting management positions

FPL7

In the primary schools education sector females have the same desire for power as men do

FPL8

A female with requisite qualifications can occupy a leadership position in the primary schools sector

FPL9

In the primary schools education sector women are just as ambitious as men in seeking leadership positions

FPL10

There are female leaders in the primary schools sector that have excelled in their positions

FPL11

In primary schools females have the opportunity to reach the top

FPL12

Females participate in making critical leadership decisions in schools

Section: Determinants

Measures

Personality characteristics (PC)

PC1

I do have enough control over the direction my life is taking

PC2

I make people remain feeling good as I try to get them to understand my own ideas.

PC3

I consider myself a very well organised individual

PC4

I trust my ability to perform my job

PC5

Every time I try to go ahead, I achieve it

PC6

I can get a person to understand that he or she is being unjust if he or she points out my failures due to a misunderstanding.

PC7

I am always positive about my capabilities

PC8

I estimate my abilities to be very high compared to those of my colleagues

PC9

I consider myself to be more capable or equal with colleagues

PC10

In my life, I consider hard work to be more important for success

School factors (SCF)

SCF1

The working conditions in this primary school sector are conducive for both male and females

SCF2

The school implements a policy that supports women’s progress

SCF3

My immediate supervisor encourages me to participate in making important decisions