Policy Implementation, Gender Disparities and Women Leadership in Zimbabwean Schools

Abstract

The general cultural practices in Zimbabwe have been predominantly patriarchal since the colonial period despite the efforts towards parity. This narrative qualitative study sought to identify the dynamics in gender disparities, educational leadership and gender policies. The value of this paper is to highlight the suboptimal implementation of the existing gender equality policy and the gender disparities experienced by female primary and secondary school heads in Harare Province. This study used semi-structured interviews and questionnaires to generate data from 10 female school heads. The results indicated that gender parity and policy implementation cannot be observed fully in educational leadership without placing patriarchal culture into context. The findings also revealed that, although Zimbabwe has promulgated gender policies and a gender sensitive constitution, the country ought to promote and effect gender equality and parity in leadership in educational institutions. The national constitution (2013) provides for gender equality. This study therefore proffers, among other recommendations, that patriarchal practices in Zimbabwe must be sensitive to gender policies so as to move towards equality and parity.