Women Educational Leaders in Principalship: Exploring the Lived Experiences of Women Heading Primary Schools in Côte d’Ivoire

Abstract

In Côte d’Ivoire, the situation of women in positions of power remains a sensitive and controversial issue. Women are mostly subjected to preconceptions that place them in challenging situations. The study sought to explore the experiences of women primary school principals, and to examine the hindrances that these women leaders encounter. Using mixed method approach, 11 women principals were purposefully sampled from the research field comprised of 11 primary schools located in Abidjan. The questionnaire and the semi-structured interview were utilized as tools to gather data. Findings revealed that women principals have hidden talents and competencies, as they perform in an ethical manner using the transformational style of leadership. Yet, as showed in the results, women principals experience a number of challenges and hurdles that stand in their pathways or occur when performing their leadership roles. The current study advocates getting rid of unnecessary and harmful prejudices that prevent women from moving up in order to allow them to express their inner potential. Besides, this study suggests a critical way of thinking with a view to promoting women in educational leadership positions. There is a need to empower women not only by bridging the gap that exists between men and women, but also for the welfare of students, especially those with special needs, because every schoolchild regardless his or her family background has the right to succeed in his or her learning process according to the principle of equity, universally recognized.