WOMEN AND SCHOOL LEADERSHIP IN TANZANIA: A Paradox of Access and Agency

In spite of efforts to improve women’s opportunities in Tanzania, numerous barriers continue to affect their chances of establishing careers equal to male counterparts. Women comprise the majority of teachers yet are the minority of school heads. This chapter provides empirical data from an exploratory investigation of this paradox in Mlima Region (pseudonym). Qualitative data were gathered from stakeholders at multiple levels. Findings indicate the discrepancy is not a “simple” matter of gender discrimination but a nuanced combination of family and societal traditions that emphasize women’s role in domestic work in combination with a gendered perception of access and agency.