Document Type


Publication Date


Publication Source

International Journal of Educational Management


The purpose of this phenomenology study was to understand the experiences of women principals located in Komenda Edina Eguafo Abrem (KEEA) district of the Central Region of Ghana, a patriarchal and traditional society. Specifically, this study examined how cultural factors positively or negatively influenced women access to the principal role and influenced their leadership experiences. Using Hofstede et al.’s (2010) six dimensions of national culture as a conceptual framework, this study elucidates the experiences of 12 women school leaders. Findings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their careers in education. These women leaders were also able to gradually change the teachers’ and community members’ mindsets on women and leadership. This study is significant because it informs educational reforms on gender equity and leadership preparation programs and sheds light on culturally informed leadership practices unique to women.



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Emerald Publishing



Peer Reviewed



Gender equity, educational leadership, woman leaders, Ghana



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