An assessment of female representation in leadership positions in selected primary schools in Iringa, Tanzania

This study sought to assess factors contributing to gender inequality in leadership positions in Kilolo District and Iringa Municipal Council primary schools in Tanzania. It particularly investigated stereotypes and beliefs, explored the perception of stakeholders regarding gender inequality as far as leadership positions in primary schools are concerned and finally investigated potential strategies to minimize gender inequality in leadership positions in primary schools. Leonard Jones’ model (2009) was employed to establish the basis of gender inequality in leadership positions in primary schools. Semi-structured interviews, questionnaires, focus group discussions and documentary review were utilized to collect data. Semi-structured interviews were conducted with eight head teachers, four ward coordinators, two District Education Officers and Teachers Service Department (TSD) Officers as well as the Regional Education officer. Focus group discussions involved four groups of teachers while questionnaires were administered to 200 teachers from selected primary schools in Kilolo District and Iringa Municipal Council. The study revealed that family commitments, lack of confidence, stereotypes, traditions, religious beliefs, inadequate training, mentoring and empowerment led to gender inequality in leadership positions. It was recommended that training, mentoring and the provision of quality education strategies should be exploited in an endeavour to minimize gender inequality when appointing leadership positions in primary schools. Further the study contributed to the body of new knowledge and recommended areas for future research.