Gendered Leadership Paradox: Female Headteachers' Challenges and Resilience in the Tamale Metropolis

Abstract

This study explored the challenges faced by female headteachers in managing schools in the Tamale Metropolis in the Northern Region of Ghana, grounded in the role congruity theory (2002). The target population comprised all headteachers in the Tamale Metropolis, while the accessible population comprised all female headteachers in the district. A cross-sectional research design and quantitative approach were employed, with a census method used to recruit 67 female headteachers who participated in the study. Data collection involved a closed-ended questionnaire developed by the researchers. The findings revealed that sociocultural barriers, including gender bias, stereotyping, resistance from teachers, and the balancing act of familial and professional responsibilities, significantly hindered female leadership roles in schools. However, female headteachers exhibited resilience by employing coping strategies such as assertiveness, cultivating interpersonal relationships, and embracing diverse leadership styles. Given this, the following recommendations are made, female headteachers should adopt a participative leadership style that fosters inclusivity and collaboration, and educational stakeholders should organize empowerment programs, including seminars, workshops, and mentorship schemes, to bridge the gender equality leadership gap and support aspiring female leaders, ultimately creating a more equitable and inclusive educational environment.