A narrative literature review of ‘Women Teach, Men Lead’ in Tanzanian schools
joyce.nemes@udom.ac.tz/xusper@yahoo.co.uk
A B S T R A C T
This narrative literature review, explores the factors constraining women’s advancement to leadership roles within Tanzania’s educational system, despite their numerical dominance in the teaching profession. Analyzing 15 studies published between 2014 and 2024, this review employs the Glass Ceiling Theory and Intersectionality Theory to explore the barriers women encounter in achieving supervisory roles. The findings reveal a complex interplay of barriers: First, organizational barriers which include, male-dominance in the appointment process coupled with demand for sexual favors, reflecting the Glass Ceiling Theory’s insights on structural obstacles. Second, societal barriers, rooted in persistent patriarchal norms and gender power structures which align with the Intersectionality Theory, highlighting how various identities intersect to create unique challenges. Third, individual barriers such as perceived lack of qualifications and confidence, which further contribute to women’s underrepresentation in leadership positions. On similar note, this study concludes that, women encounter multifaceted challenges that require comprehensive reforms to set up an inclusive and equitable education system. By providing a cohesive understanding of the “women teach, men lead” phenomenon, this review advocates for policy decisions and interventions aimed at promoting gender equity in leadership. Subsequent studies should concentrate on assessing the effectiveness of specific reforms and on exploring the experiences of women wishing to be or who are currently on leadership roles in educational settings.