Abstract
D.Ed. (Curriculum Studies)
Despite women’s status improving remarkably in the 20th century universally,
they continue experiencing barriers to accessing positions of power and
leadership. However, there has been an increase in the number of women in
public leadership positions. In spite of women’s increased entry in leadership
positions, those who have managed to break the “glass ceiling” have met with a
number of challenges that include negative attitudes and stereotyping. This
study focuses on female Zimbabwean school heads leading schools in
disadvantaged communities and investigates the challenges they encounter. It
also investigates the strategies that these female heads employ for curriculum
leadership in their schools.
A qualitative research approach was adopted through the use of a multiple-case
study method. A purposive sample of 12 female school leaders in their
capacities as school heads, deputy school heads and teachers-in-charge was
used. Individual in-depth interviews were used as the main instrument for data
collection complemented by shadowing, observation and document analysis.
This study has established that female school heads encountered challenges
such as dealing with negative attitudes and stereotyping. Working in a
disadvantaged community was itself a challenge, especially because resources
were limited and the communities themselves were poorly educated. The school
heads had to work assiduously to improve the academic performance and the
schools’ infrastructure. They used collaborative approaches and spent most of
their time supervising and directing school activities to ensure the achievement of
school goals. The study also establishes that initially the female school heads
were not psychologically ready to take up their roles as curriculum leaders. In
line with this finding, a headship support model was devised for the Zimbabwean
Ministry of Education, Sport, Arts and Culture to consider.