International Journal of Human Research and Social Science Studies

This qualitative study examines the persistent patriarchal practices and gender disparities in Zimbabwean school administration through an empirical investigation of women educational leaders' lived experiences. Despite women constituting the majority of teachers, they remain severely underrepresented in educational leadership positions. Through semi-structured interviews with 15 female school heads and 10 aspiring women leaders across urban and rural schools in three Zimbabwean provinces, combined with document analysis of school policies and records, this study identifies multiple barriers including cultural expectations, community resistance, technological challenges, and structural obstacles within educational systems. The research reveals that women face systematic discrimination in accessing leadership roles, with rural areas presenting additional challenges compounded by limited digital infrastructure and prohibitive data costs. Participants reported monthly data expenses ranging from $20-$50 USD, representing significant portions of their salaries and limiting their ability to engage in online professional development. Evidence from participant testimonies suggests that women often excel as educational leaders when given opportunities, showing strong instructional leadership and commitment to student welfare. The study recommends comprehensive policy reforms, mentoring programmes, targeted technology support, and community engagement initiatives to address gender bias and promote the advancement of women in educational leadership. These findings suggest that increasing women's representation in school leadership could significantly benefit educational outcomes and equity.

Gender disparities, educational leadership, patriarchal practices, Women School Heads, school administration, Zimbabwe, empirical research

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