Asian Journal of Education and Social Studies

Female participation in school leadership remains an important consideration in educational management, yet teachers’ perceptions of women in leadership positions are insufficiently documented in Tabora Municipality, Tanzania. This study examined teachers’ perceptions of female leadership in public primary schools. A mixed-methods approach using a convergent research design was adopted. The study population comprised 15 female headteachers and 234 teachers across 15 public primary schools led by women. All 15 headteachers were included through census sampling, and 148 teachers were selected using simple random sampling. Quantitative data were obtained through structured questionnaires, while semi-structured interviews provided qualitative perspectives. Questionnaire responses were analysed descriptively using SPSS Version 28, and interview data were analysed thematically. Overall, teachers expressed positive perceptions of female leadership. Agreement was particularly high regarding equal leadership opportunities for women (84.5%), respect for female headteachers (85.8%) and the ability of women to manage schools effectively (81.1%). Responses were comparatively less favourable regarding conflict management, fairness in decision-making and perceived contributions to school performance. Interview accounts suggested that female headteachers sometimes faced heightened scrutiny and gender-based expectations when exercising authority. The findings indicate broad acceptance of female leadership among the teachers surveyed, alongside continuing reservations about particular administrative responsibilities. Gender-responsive leadership development, mentorship and institutional support may help address these concerns.