Exploring Female Staff’s Participation in Secondary School Leadership Positions in Arusha City Council: Reflections on 30 Years after the Beijing Declaration

The underrepresentation of women in educational leadership remains a major concern in Tanzania, where men continue to dominate senior roles despite women forming most of the teaching workforce. National data show that although women make up over 60% of secondary school teachers, only about 13% hold head-of-school leadership positions. This imbalance limits gender equality and inclusive decision-making in schools. Although Tanzania adopted gender equity commitments under the Beijing Declaration, women’s participation in secondary school leadership remains low. This study explored female staff participation in leadership positions in Arusha City Council, specifically exploring the level of barriers that hinder and opportunities that enhance women’s advancement. The study was guided by the interpretivist philosophy because it aimed to understand participants’ lived experiences and meanings attached to women’s leadership in education. It adopted a phenomenological design within a qualitative approach, which was suitable for exploring the barriers and opportunities influencing female staff participation in secondary school leadership. Using the snowball sampling technique, 25 participants’ female teachers, school heads, and education leaders were selected. Data were gathered through semi-structured interviews and document reviews, providing rich and detailed information. The data were analyzed through thematic and content analysis to identify key patterns related to mentorship, gender norms, leadership training, and policy influence. Ethical principles such as informed consent, confidentiality, and voluntary participation were observed, ensuring respect for participants’ rights and adherence to research integrity standards. The findings revealed that limited mentorship, entrenched gender norms, inadequate leadership training, and work-life balance challenges significantly constrain women’s leadership participation. Nonetheless, the Beijing Declaration has driven gradual policy reforms and improved awareness of gender equality in education. The study concludes that while Tanzania has made progress, systemic and cultural barriers persist. It recommends strengthening mentorship and leadership development programs, introducing gender-responsive policies, and providing flexible work arrangements to support women’s leadership advancement.