Abstract
The purpose of this study was to investigate and identify the problems faced by female head teachers in the management of primary schools in Marange area in Mutare district in Manicaland province. The mixed method research design was used which incorporate both qualitative and quantitative methods. The target population in this study were the female head teachers in Marange area in Mutare district, teachers and the Education Officer of Marange area in Mutare district. Marange area in Mutare district has 52 primary schools, of which seven (7) are headed by female head teachers. The researchers used questionnaires and interview guides for collection of data. The interview was targeted for female head teachers and Education Inspector of Marange area in Mutare district. The data that was obtained was both quantitative and qualitative. Majority of the teachers (75.0%) said that their perception towards their head teachers was good. Majority of the teachers (87.5%) noted that psychological traits do not bar the head teachers from performing school duties effectively. All of the teachers noted that the students accorded male and female teachers at the same level of respect. The following conclusions were drawn. Female head teachers are positively viewed by their teachers and students and are approachable since they encourage them to work to attain their goals in schools. Cultural and social barriers do interfere with the management of school affairs. Half (50%) of the head teachers said there was no role conflict between domestic and professional roles while 50% of head teachers felt that there was conflict. On the psychological factors influencing the head teachers’ performance, 87.5% of the teachers said that biological traits did not bar the head teachers from performing school duties. This was because they had a teaching experience, were assertive and aggressive. The study recommended that since female heads were positively viewed strongly by teachers, there is need for them to be given more posts of leadership in primary schools. Thus, female head teachers are effective hence, they are able to achieve the goals of their respective institutions. Although cultural and social barriers may interfere with the management of school affairs, there is need for female heads to be encouraged to achieve leadership positions since they can manage the roles of leaders through mentorship.
 
Highlights
Leadership is generally regarded as the key factor in making a difference to the success of schools and in promoting the learning of their students
The purpose of this study is to investigate and identify the challenges faced by female head teachers in the management of primary schools in Marange area in Mutare District
It helped the researchers to gather information on challenges faced by female head teachers in management of primary schools in Marange area in Mutare District
Summary
Leadership is generally regarded as the key factor in making a difference to the success of schools and in promoting the learning of their students. In the execution of their managerial duties, the female head teachers are faced by a myriad of challenges ranging from gender discrimination, discipline issues amongst the staff and students among others Both male and female head teachers face similar challenges in the management of primary schools but at times differ due to dual responsibilities done by female head teachers. Fewer studies have provided limited insights into the nature of the problem’s women face in administering schools efficiently and effectively (Chelimo and Wasanju, 2007). Most of these studies involve institutions of higher learning and secondary schools and limited studies have been conducted on the challenges faced by female school head teachers of primary schools
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