Unravelling Ramifications of Female Exclusion as School Heads on Advancing Women in Leadership Roles: Case of Masvingo Urban Schools, Zimbabwe

Abstract

This qualitative study aims to examine consequences of female exclusion from school head positions on progress of women in leadership roles in Masvingo Urban Schools, Zimbabwe. As of June 2024, there are no female school heads in all four secondary schools owned by Government and Church. This study addresses gap in understanding specific challenges faced by women in advancing their careers in educational leadership. Fifteen participants were involved in this study, which utilized focus group discussions to generate data. Collected data was then thematically analyzed to identify patterns and themes related to effects of female exclusion on women's advancement in leadership roles. One significant finding of this study revealed that exclusion of women from school head positions perpetuates gender inequality and limits opportunities for women to gain leadership experience and skills. Consequently, this hampers their upward mobility and career progression. To address this issue, it is recommended that educational institutions implement gender-sensitive policies and strategies to promote equal opportunities for women in leadership positions. This includes providing mentorship programs, leadership development initiatives, and fostering supportive and inclusive organizational culture.