Female Headteachers’ Lived Experiences of Challenges in Public Basic Schools in Assin South Municipality, Ghana

Anchored in the Standpoint Feminist Theory and complemented by the African Feminist Theory, this study examined the challenges faced by female headteachers in public basic schools in Ghana’s Assin South Municipality. Guided by an interpretivist paradigm and employing a phenomenological qualitative design, purposive sampling was used to select twelve full-time female headteachers with at least two years of experience in their current roles. Data were collected using a semi-structured interview guide that focused on school-related, student-related, and personal-related challenges. Trustworthiness was ensured through confirmability, credibility, dependability, and transferability, while ethical considerations included obtaining informed consent, maintaining confidentiality, ensuring anonymity, and encrypting data. The results revealed key school-related challenges, including teacher absenteeism, work overload, inadequate teaching and learning resources, low teacher motivation, and ineffective use of instructional time. Student-related challenges included a lack of commitment and irregular school attendance, indiscipline, and emotional burdens. Personal challenges identified were psychological pressure and tension, work-life imbalance, unclear educational policies and regulations, and discrimination and stereotyping. Addressing these interconnected challenges is crucial for strengthening female school leadership and enhancing educational quality. It is recommended that the Assin South Municipal Education Directorate develop and enforce gender-responsive policies, combat societal biases, and ensure clear communication on educational reforms to support female headteachers.
KEYWORDS: Challenges, female headteachers, personal-related, school-related, student-related