Advancing gender-transformative leadership: Equal education for all in Tanzania

Women’s leadership in education is essential for achieving gender equality and improving learning outcomes. While Tanzania has made progress in increasing girls’ access to education, significant gender disparities persist in leadership roles, particularly in secondary schools. Men continue to dominate both teaching and administrative positions, limiting the influence of women in decisionmaking processes that shape education policy and practice.

Despite Tanzania’s strong commitments to gender equality through national policies and international frameworks, women’s representation in school leadership remains low. In rural secondary schools, only 19% are led by women, while urban and peri-urban schools fare slightly better at 36%. Key barriers include social norms that prioritize men in leadership, structural inequalities in promotion pathways, and limited access to professional development and higher education for women teachers. The absence of gender-specific targets, accountability mechanisms, and structured mentorship programs further hinders women’s advancement into leadership roles.

However, evidence highlights that women-led schools lead to better student performance and help break gender stereotypes, fostering a more inclusive and equitable learning environment. Women leaders employ collaborative and inclusive leadership styles, which have been linked to improved school governance and learning outcomes. Addressing the barriers to women’s leadership is therefore crucial for both equity and education system effectiveness.