Abstract
This study investigated the experiences of female school principals in Zimbabwe who have been
appointed to positions of school leadership. The aim of the study was to explore their levels of
readiness to assume leadership positions. A multiple case study was adopted and views on
preparation for school leadership as outlined by Rhodes, Brundrett, and Nevill [1] provided theoretical
support for the study. Individual in-depth interviews were conducted with a purposive sample of twelve
female school principals. The data were presented using narrative vignettes and these vignettes were
analysed using critical discourse analysis. The study revealed that all the heads were appointed to
leadership positions on the strength of their teaching experience as senior teachers. On appointment,
only a few were psychologically ready to take up posts as school leaders. The study recommends that
Zimbabwe adopts a national qualification programme for the preparation of prospective school
leaders; and provide in-service training to practicing teachers before they are appointed to leadership
positions.