Promoting Gender Equity Through Continuous Professional Development: Women’s Participation in Leadership Roles in Tanzanian Primary Schools

Abstract

This research focuses on the promotion of gender equity through ongoing professional development, specifically examining women’s involvement in leadership positions within Tanzanian primary schools. Utilizing a qualitative methodology, data were collected from 30 educational stakeholders via interviews and focus group discussions. The gathered data were subjected to thematic analysis. By integrating Feminist leadership theories with Vygotsky’s Sociocultural Leadership Theory, the study underscores the significant roles women play in school leadership while recognizing ongoing challenges such as institutional barriers, cultural norms, and societal expectations. Although women demonstrate effectiveness in their roles, they encounter difficulties in progressing to higher-level positions. Stakeholders call for policy reforms, mentorship initiatives, and cultural transformations to improve gender equity. The results highlight the beneficial effects of targeted Continuous Professional Development (CPD) programs that foster leadership skills, self-confidence, and networking opportunities for female teachers. These gender-responsive CPD initiatives, alongside systemic reforms, are essential for empowering women, fostering inclusive leadership, and achieving equitable educational outcomes.