WOMEN EDUCATIONAL LEADERS’ CHALLENGES IN FINANCIAL ADMINISTRATION: NARRATIVES FROM HARARE FEMALE SCHOOL HEADS

Abstract

This journal takes a narrative approach to address some challenges women face in educational leadership in Zimbabwe. It aims to interrogate the feasible mitigatory strategies propagated by recommendations made by the same educational leaders to create a conducive environment that addresses some deterrents that dissuade other potential female leaders from taking up leadership roles. The study reveals persistent challenges, including limited access to financial training, gender bias in resource allocation, work-life balance pressures, and systemic institutional constraints. Financial management has a thin line between mathematics and accounting skills, and such subjects have had some genderised connotations, especially in a previous non-gender-sensitive curriculum. Research is limited, especially on the solutions to bridge the gap, as mathematics has been observed as more aligned towards the masculine gender. Gender mainstreaming has been advocating for equal access to opportunities, and as such, thrusts have been towards embracing women in leadership positions despite any challenges towards the financial aspect in administration. Some have observed this as aligned towards the Glass Cliff theory, but this paper aims to bridge that gap and provide a favourable environment that proffers a solution to this problem. Such motives are in line with Sustainable Development Goal (SDG) 5, which focuses on women’s empowerment and gender equality. We then aim to reduce exclusion and promote gender equality through empowerment. This paper proposes a practical mitigation for female school heads that seeks to empower them and have them perform their roles better whilst gaining necessary skills, staff development and receiving adequate support. Drawing from feminist leadership theory and institutional analysis, this paper contributes to understanding how gender intersects with educational financial management in developing contexts. The findings highlight the need for targeted professional development programs, institutional policy reforms, and mentorship networks to support women's advancement in educational leadership roles. This theory will help minimise the tendencies of potential leaders to shun leadership opportunities in school due to an inadequate mathematical and accounting background. Our methodological dialogue will be grounded in narratives emanating from semi-structured interview questions on school heads’ experiences. Data analysis will be thematic, and conclusions and recommendations will be drawn from the findings. Gender mainstreaming can be coined as a strategy towards equality and equity, and as such, this paper aims to bring part solutions and help empower and encourage women in school management. These findings aim to empower women in educational leadership and foster an inclusive environment for equitable access to leadership roles.

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