The purpose of the study was to investigate the determinants of gender imbalance in education administration among teachers in public secondary schools in the larger Thika district.The study was guided by the following specific objectives: to establish the effect of gender roles on gender imbalance in education administration among teachers, to find out the relationship between teachers self perception and gender imbalance in education administration, to explore socialization and gender stereotypes and their impact on gender imbalance in education administration among teachers, to determine the role of models and mentors in relation to gender imbalance in education administration among teachers and to analyze the effect of educational qualification and training in relation to gender imbalance in education administration among teachers. Descriptive survey design was used for the study. Purposive sampling, stratified random sampling and convenience sampling was used for the study. Purposive sampling was used to sample schools and principals, stratified random sampling for male and female teachers and convenience sampling for selecting three male and three female teachers respondents from each school. The study used questionnaires to gather data from principals, male and female teachers. The data was analyzed using statistical package for Social Sciences (SPSS).Descriptive statistics such as frequencies, percentages, mean and standard deviation was used to analyze data. The analyzed data was presented in form of frequency tables, bar graphs and pie charts. The study found that gender roles cause gender imbalance in education administration among teachers. This was evidenced by the findings that majority of the respondents indicated that female teachers were few in the school management positions.
