Abstract
Over the past two decades, the topic of women leading and managing education has increased and intensified, shifting focus to roles and performance. Hence this study was conducted to investigate the leadership aspiration trends amongst female teachers in Zimbabwe. It is also located within the global literature on social justice putting effort to foster positive social change in societies. A sample survey research design was utilized leading to the sampling of 160 female teachers from two districts – Mberengwa and Zvishavane in the Midlands province in Zimbabwe. Descriptive statistics were calculated on the survey data. Findings indicated that although the female teachers advanced their qualifications and scored positive achievement aspirations, they were not willing to take up leadership positions. To a great extent, this study lays the groundwork for policymakers, researchers and practitioners and points toward the path of knowledge generation and accumulation.