Management practices and leadership styles of female Head teachers in high performing secondary schools in Kabwe urban, Zambia

Abstract

Recent empirical evidence has suggested that female Head teachers tend to outperform their male counterparts. In light of this, the study aimed to explore the leadership styles and management practices of female Head Teachers that could explain their better performance, leading to improved learner outcomes. The study was based on a qualitative case study design, focusing on three high-performing secondary schools in Kabwe urban district, Zambia, led by female Head teachers. Semi-structured interviews were conducted with the three female Head Teachers, and data was manually analyzed using thematic analysis. The findings revealed that female Head teachers adopted different leadership styles, including democratic, servant, team, and authoritarian, depending on the situation. They also used consistent management practices which could account for the good performance. Key management practices included counseling or disciplining troublesome teachers and learners, regular teacher observation, consistent meetings, and awarding deserving teachers. The study also identified challenges faced by female Head teachers, including stereotyping and gender bias. The study recommends that the Ministry of Education should consider placing more women in leadership positions, recognizing their unique contributions to the effective running of schools. The findings contribute to understanding the role of female educational leaders in promoting excellence in secondary education.