Female Teachers’ Access to Headship Positions in Public Primary Schools: A Case of Missenyi District in Kagera Region.

Basogomba, Felix Michel (2025) Female Teachers’ Access to Headship Positions in Public Primary Schools: A Case of Missenyi District in Kagera Region. Masters thesis, The Open University of Tanzania.

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Abstract

This study assessed female teachers’ access to headship positions in public primary schools in Missenyi district, Kagera, Tanzania. The study was guided by three specific objectives. First, to assess the criteria for appointing teachers for headship positions; second, to investigate the barriers to female teachers’ access to headship positions; and third, to examine strategies employed by female teachers to penetrate to headship positions. This study was anchored on the Social Justice Theory. The study used the Pragmatic research paradigm and a mixed-methods research approach supported by a descriptive exploratory research design. Purposive and simple random sampling techniques were used to select 95 participants. Data were collected using structured questionnaires and semi-structured interviews. Quantitative data were coded and analysed by the use of the Statistical Package for Social Sciences (SPSS) computer programme version 28.0 and interpreted and presented in table forms by the use of Means and standard deviations while qualitative data were transcribed and analyzed thematically. The findings indicate that heads of schools have been appointed based on favoritism, academic qualifications and on intimacy. The findings also indicated that nepotism/favoritism, lack of support from male teachers, negative attitudes towards female teachers from the appointing authority, lack of mentoring systems and being burdened with family responsibilities, were the barriers to women access to headship positions. As strategies to penetrate to headship positions, female teachers were found to raise their voices against biasness in appointments; they were attending training and professional development courses; fighting against the society’s negative attitudes towards female headships and attending trainings on educational leadership. Based on the findings, the government and other education stakeholders are advised to make thorough follow-ups on the implementation of policies addressing gender balance countrywide. Furthermore, the government and other education stakeholders should minimize barriers facing female teachers to access headship positions and increase mentoring systems.

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