WOMEN TEACHERS IN SCHOOL LEADERSHIP: A CASE OF COMMUNITY SECONDARY SCHOOLS IN RURAL TANZANIA

This study sought to determine the barriers to women teachers’ access to top leadership positions in rural community secondary schools in Tanzania. The study adopted a qualitative research approach involving 77 participants [7 women heads of schools, 68 women teachers, 1 Regional Education Officer (REO) and 1 District Education Officer (DEO)]. The methods of data collection comprised interview and focus group discussion. The results show that there were only a few women in leadership positions in rural community secondary schools due to lack of support from the family to the societal level. Furthermore, poor working environment, perceived witchcraft and superstitious beliefs scared women teachers of taking leadership posts in rural areas. The study recommends sensitisation programmes on gender equality. Such sensitisation programmes should be incorporated into the education curriculum right from the low level of education to make children aware of the importance of having women leaders in secondary schools. Teamwork is also needed to unlock the hegemonic culture that dominates Tanzanian societies and restricts the number of women in leadership. © 2023, Texas A and M University. All rights reserved.