How do Cultural Factors Contribute towards Underrepresentation of Women Teachers in School Leadership in Primary Schools

Abstract: The study explored cultural factors which cause few women taking up leadership positions in primary schools in Masvingo Province in Zimbabwe. The study was qualitative and rooted in the interpretivist paradigm and was conducted in primary schools in Masvingo Province. The case study and the phenomenological designs were employed to allow for naturalistic methods. The research generated data through open ended questionnaire, semi structured interviews and focus group discussions. The study established that the involvement and interest of women in leadership was low because of cultural factors being pursued in our society. It also reveals that there is a gradual understanding of certain communities who want women to hold posts in primary schools. The study recommends that concerted efforts should be put to empower women in accordance to the National Gender Policy so that they take part in leadership positions. Further research could look at leadership development programmers and their impact on school leadership