Challenges Facing Women in School Leadership Positions: Experiences from a District in Zimbabwe

George N Shava ,Faith Nomathemba Tlou ,Mulamuli Mpofu

doi:10.7176/jep/10-14-05

Abstract

Successful educational leadership entails possessing the knowledge, skills and understanding of effective leadership skills along with the personal ability to effectively implement those skills. In Zimbabwe the occupational and leadership status of women in general is still suffering a wide gap, as there is unequal representation in leadership positions between men and women. This study, conducted in a rural district in Zimbabwe, aimed at understanding the challenges facing women in school leadership positions. In this article we argue that there are cultural, social and structural domains among others that impede the effective operations of women in school leadership positions. Using a qualitative research paradigm, six schools in one rural district were chosen for the study. A semi-structured interview guide was used to collect data from six female heads - three from primary schools and three from secondary schools. Focus group discussions were held with teachers from the same schools. The study established that there are cultural, structural, economic and social barriers facing women in school leadership positions. We recommend that different strategies should be set up for developmental programs for women in leadership positions. Keywords : Women in leadership, female school heads, school leadership, challenges facing women, women in school leadership positions DOI : 10.7176/JEP/10-14-05 Publication date :May 31 st 2019

Highlights

School leadership requires multiple strategies and abilities, whether assumed by men or women
When the study participants were asked to explain the major challenges faced by women in school leadership positions, a number of interview participants, including focus group discussions participants, pointed out that woman in school leadership positions face challenges related to:
Attachments and especially taking care of children was found to be the major barrier to women effectiveness in school leadership positions

Summary

Introduction

School leadership requires multiple strategies and abilities, whether assumed by men or women. Education systems are ever changing and these changes demand for visionary school leaders to understand that its culture is rigid, inhibiting and progressive. According to Gardner, Enomoto and Gronan (2000) leadership is the process of persuasion by which an individual or leadership team induces a group to pursue objectives held by the leader. This definition does not specify or give suggestions for how women should lead to address specific issues that are related to female leadership. Women school leadership in Zimbabwe and the world over faces many challenges that stand in the way to provide for successful school leadership

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Conclusion