Educational attainment and women’s access to leadership positions in the South Sudan Revenue Authority. A cross-sectional study.

Authors

  • Kiir Noui Maror Abiem School of Graduate studies and Research, Team University Author
  • Evelyn Hope Kyokunda School of Graduate Studies and Research, Team University Author

DOI:

https://doi.org/10.64792/0fdh0395

Keywords:

Gender stereotypes, leadership equity, organizational barriers, promotion bias, institutional culture, female empowerment

Abstract

Background

The study aimed to examine the effect of educational attainment on women’s access to leadership positions in the South Sudan Revenue Authority.

Methodology

The study adopted a cross-sectional survey design using mixed methods. A sample of 186 respondents was selected from 350 SSRA employees through purposive and simple random sampling. Data were collected using questionnaires, interviews, and documentary review. Quantitative data were analyzed using SPSS version 26 to generate descriptive statistics, correlation, and regression analysis, while qualitative data were analyzed thematically. Validity was confirmed using the Content Validity Index, and reliability through Cronbach’s Alpha coefficients above 0.7. Ethical principles, including confidentiality and informed consent, were observed.

Results

An overall response rate of 86% was achieved. Most respondents were male (65.0%), while females constituted 35.0%. The majority were aged 36–45 years (52.5%), followed by 26–35 years (20.0%), 46–55 years (18.8%), 18–25 years (6.3%), and 56 years and above (2.5%). Respondents agreed that lack of advanced qualifications limits women’s promotion prospects (M=3.55), while higher education increases women’s competitiveness for leadership positions (M=3.35). Low mean scores on study leave, scholarships, and professional training reflected inadequate institutional support for women’s advancement. Leadership positions remained male-dominated, with low agreement on women’s representation in senior management (M=1.89), transparent recruitment practices (M=1.80), and women’s participation in strategic decision-making (M=2.03). Themes identified included educational barriers, gender inequality in promotion, limited institutional support, and low participation of women in decision-making. Educational attainment positively influenced women’s access to leadership positions (r=0.582, p<0.01).

Conclusion

Educational attainment plays a significant role in enhancing women’s access to leadership positions at SSRA. 

Recommendation

SSRA should strengthen policies that support women’s access to higher education and professional development programs.

References

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9. World Bank. (2024). Empowering South Sudan’s women and girls is key to fostering peace. https://blogs.worldbank.org/en/nasikiliza/empowering-south-sudans-women-and-girls-key-fostering-peace

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Published

2026-04-30

Issue

Vol. 2 No. 2 (2026): April 2026 Issue

Section

Policy, Governance, and Sustainable Development

License

Copyright (c) 2026 Kiir Noui Maror Abiem, Evelyn Hope Kyokunda (Author)

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How to Cite

Educational attainment and women’s access to leadership positions in the South Sudan Revenue Authority. A cross-sectional study. (2026). East African Journal of Research and Innovation, 2(2), 13. https://doi.org/10.64792/0fdh0395

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