Women and Leadership in Education Agencies in Tanzania: Empirical Study on Challenges Facing Women Education Leaders

Zaujia Shemahonge and Winfreda Malingumu
The Open University of Tanzania
Email: zaujiashemahonge@yahoo.com

Abstract: This study focused on the challenges facing women education leaders in education agencies in Tanzania. The study employed a qualitative research approach with case study design as a method of inquiry. The study employed purpose sampling technique to obtain 15 participants from various education agencies. Interviews and documentary review were used to gather information from the participants. The study findings revealed that women leaders face several challenges when implementing their leadership roles in education institutions. These include negative self-image, family engagements, and fear of failure, lack of role models and mentorship and patriarchal system of leadership in the society. This study contributes to a better understanding of challenges facing women education leaders in Tanzania. The findings are consistent with the “role congruity theory” which emphasizes that perceived incongruity between the female gender role and leadership roles leads to two forms of prejudice: perceiving women less favorably than men as potential occupants of leadership roles and evaluating behavior that fulfills the prescriptions of a leader’s role less favorably when it is enacted by a woman. Similarly, the findings are in line with the “liberal feminist theory” which emphasizes that individuals should use their own abilities and the democratic process to help women and men become more equal in the eyes of the law, in society and in the workplace. This study recommends that organizations should shift from the traditional masculine outlook on leadership towards a more transformational and feminine view of leadership. Women empowerment should be done through educating the society on gender issues as well as valuing and respecting school leaders without considering gender differences.