Systematic review of research on women leading and managing education in Zimbabwe

Abstract

There has been a substantial growth in scholarships for women in educational leadership in Zimbabwe over the past decade. This paper offers a systematic review of research findings from 22 empirical studies of women in educational leadership, conducted between 2007 and 2017 in the Zimbabwean context. A clear set of criteria was used to identify the studies that are included in this review. An inductive analysis was conducted to identify five themes: challenges faced by women educational leaders, context, gender inequality, access to leadership positions and leadership capabilities, competencies and practices. The analysis contributed to the women educational leadership research by mapping contributions, and limitations, of this body of knowledge. Most importantly, this review laid the groundwork for future conceptual analyses and empirical studies. A greater utilisation of indigenous originated theories, for example, African feminism(s), in examining women leadership in the African context, was recommended.

Key words: African feminism(s), Zimbabwean context, women educational leadership, systematic review, gender inequality