Socio-Cultural Barriers Hindering Young Women from Attaining Leadership Roles in Primary Education System

Admire Chafa – Midlands State University

Angela Maposa – Zimbabwe Open University

Dingindawo Ncube – Zimbabwe Open University

Email: chafaa@staff.msu.ac.zw/ maposaa@zou.ac.zw/ ncubed@zou.ac.zw

Abstract: With particular reference to Bulawayo Metropolitan Province in Zimbabwe the study was conducted to determine the socio-cultural barriers hindering young women from attaining leadership roles in primary education system. This study was underpinned by a pragmatist research philosophy, which acknowledges that truth evolves through the interaction of ideas and experiences within context. The study adopted a case study design, an ideal qualitative research design that allows for an in-depth exploration of the specific context of young women’s leadership within primary education. The study’s target population included two primary groups: young women (25-35 years) and school administrators/education officials. Through purposive sampling, a sample size of 30 participants was deemed appropriate to capture nuanced insights into the experiences of young women in leadership within primary education. The study uncovered deeply entrenched socio-cultural barriers rooted in traditional gender role expectations that create significant obstacles to young women’s leadership aspirations and effectiveness. Participants extensively described how cultural socialization from childhood positions girls to be supportive and accommodating while encouraging boys to be assertive and dominant, creating fundamental challenges when women attempt to display leadership qualities. The research revealed pervasive community resistance to young women’s leadership, particularly from older community members and some male colleagues who had internalized traditional gender hierarchies. The intersection of professional leadership demands and domestic responsibilities emerged as one of the most significant barriers, with participants describing the exhausting “double burden” of excelling professionally while maintaining perfect homes and serving as primary caregivers. Development of institutional leaders, community, religion and parent education on socio-cultural barriers hindering young women’s participation in primary education system is key in redressing these barriers.