Authors : Nestoria Kabula Mtenga; Daniel Mkude; Eugenia Wandela

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/jt9bsrah

Scribd : https://tinyurl.com/42sjbvrv

DOI : https://doi.org/10.38124/ijisrt/26feb796

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study focused on socio-cultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Morogoro region, Tanzania. The study was informed by social cognitive theory which was introduced by Professor Albert Bandura in 1986. Convergent research design was adopted for this study, where a mixed-research approach was used in this study under pragmatism research philosophy. The targeted population was 6,047 comprising 2,976 teachers, 228 female head teachers, 10 educational officers, 97 educational quality assurance officers and 2,736 school committee members. Questionnaires and interviews were used as data collection instruments in this study. Purposive sampling technique was used to select 15 participants for interview while simple random sampling technique was used to obtain 378 participants for questionnaires. Further, on the quantitative side descriptive statistical method was used for data analysis through the scientific package of social sciences version 27.0 while on the qualitative data analysis thematic analysis method was used. On the quantitative side, the findings showed that socio-cultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Mororgoro region are generally gender stereotypes, patriarchal norms and societal expectations. Further, in the qualitative side, sociocultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Morogoro region are thematically low pointing to gender stereotypes, patriarchal norms and societal expectations. Moreover, the study concluded that, socio-cultural determinants of teachers’ attitudes towards leadership effectiveness of female head teachers in public primary schools in the Morogoro region are identified as little prevailing in schools headed by female head teachers though the little prevailing situation which has been identified should not be ignored. That being the case, the study recommended that educational practitioners use mass-media to frequently broadcast about gender awareness to teachers as the little negative determinants prevailing in schools may be unconsciously transmitted to other teachers and students. Also it is recommended that educational practitioners try their best to conduct various gender related workshops in schools even once per year. Along the same lines, educational stakeholders continue making implementation of gender-related policies because if they will decelerate, the issue can be transmitted to other teachers and students. On top of that, for any researcher who will be interested to study the related topic, it is recommended that he/she should do the same study at other educational levels like secondary schools, teachers training colleges and universities.

Keywords : Teachers’ Attitudes, Female Head Teachers, Leadership Effectiveness, Public Primary Schools.

References :

1. Abonyi, U. (2022). Promoting Gender Equity in School Leadership Appointments: A Comparison of Male and Female Head Teachers Institutional Leadership Practices in Ghana. University of Canberra. Ghana.
2. Adam, M. (2022). Practices and Challenges of Female Teachers’ Participation in Secondary Schools Leadership Public Secondary Schools in Buno Bedele Zone. Jimma University. Retrieved from https://repository.ju.edu.et
3. Afrobarometer Research Network. (2024). Kenyan Women Still Face Barriers to Education and Work Despite Support for Equal Rights (Dispatch No. 821).
4. Ahmed, E. & Al-Dhuwauhi, A. (2021). Recruitment and Selection Procedures of School Leaders in Saudi Arabia. Cypriot journal of educational science/16/5/2021/2277-2291. https: doi.org/10.18844/cjes. v16i5.6330
5. Alahmad, M. (2020). Strengths and Weaknesses of Cognitive Theory. Budapest international research and critics institute (BIRCI-Journal) humanities and social sciences 3(3):1584-1593-DOI: 10.33258/birci. v3i3.1088
6. Alzeiby, A. (2021). Attitudes towards Women’s Leadership: Development and Validation of a New Scale in the Saudi Society. Utopia praxis-Latinoamericana vol.26.num. Esp.3, 2021. DOI: https://doi.org/10.5281/zenodo.4969662
7. Amin, M. (2021). Women Leadership Roles and the Factors Influencing these Roles: A Qualitative Perspective. Asary council/2/4/Nov/2021
8. Basedow, L. (2023). The Influence of Psychological Traits and Prior Experience on Treatment Expectations. Comprehensive psychiatry/127, November 2023, 152431.https://doi.org/10.1016/j.comppsych.2023.152431
9. Bett, J. (2023). Exploration of Teachers’ Perceptions on Female-led Public Secondary Schools in Nandi County, Kenya. Journal of Research Innovation and Implications in Education, 7(3), 124-134.
10. Blackford, K. (2022). Semi-Structured Interview. 07 Jul 2022. pp 99-113. 10.1017/9717/97811088-67788.010
11. Branney, P. (2022). Experiences of Women Leaders in the Nigerian Technology Sector. Gender, technology and development/ 126(2):141-158.https://doi.org/10.1080/09718524-2022.2084493
12. Cardona, C. (2024). Teachers Educators’ Perceptions of Factor Influencing Gender Mainstreaming Implementation in University Teaching 30 years after Beijing. Journal of intercultural communications/25/1/2025.https://doi.org/10.36923/jicc. v25;1.1005
13. Carter, E., Hategeka, K. B., & Singal, N. (2024). Head Teacher and Government Officials’ Perceptions of Teaching Quality in Secondary Education in Rwanda. Educational Management Administration & Leadership, 52(6), 1455-1476.
14. Chen, X. (2021). Pathways Living Parental Support to Adolescent’s Reading Proficiency: a Cognitive Theory Perspective. Sec. educational psychology 12/2021.doi:org/10.3389/tpsyg.2021.746608
15. Choge, J. (2015). Gender Factor in Decision Making: Challenges Facing Women Leadership Development in Primary School’s Management in Kenya. Journal of education and practices/6/12/2015
16. Clagon, A. (2020). Teachers’ Perceptions of Bullying and School Policy Enforcement. Walden University. https://scholarsworks.walden.edu/dissertations
17. Craig, S. (2025). A Convergent Mixed-Methods Evaluation of a Co-designed Evident-Based Practice Module Underpinned by Universal Design for Learning Pedagogy. Nurs. Rep.2025,15(7),236; https://doi.org/10.3390/nursrep 15070236
18. Dirzyte, A. (2024). Teacher Victimization by Students, their Parents, and School Staff: Prevalence and Links with Teachers Life Satisfaction in a Lithuanian Sample. Education sciences/February 2024/14(2). DOI: 10.3390/EDUCSCI14020163
19. Dong, Y. (2023). Descriptive Statistics and its Applications. Boston University. Highlights in Science, Engineering and Technology. Volume 47 (2023)
20. Dyantyi, N. (2025). A south African Experience of Female Principals to Secondary School Leadership. Journal of culture and values in education/8/1/2025pp.224-239.https://doi.org/10.46303/jcve.2025.13
21. Eckel, I. (2020). The Gender Leadership Goal: Insights from Experiments. Monash University/14/20
22. Fuente, J. (2023). Editorial: Past, Present, and Future Contributions from the Social Cognitive Theory (Albert Bandura) Front. Psychol. 14: 1258249.DOI:10.3389/FPSYG.2023.1258249
23. Galsanjigmed, E. (2023). Challenges Women Experience in Leadership Careers: An Integrative Review. Kyoto-Japan. Kyoto University.
24. Garrard, M. (2025). Promoting Women’s Leadership in Cameroon.nrc.no. Retrieved from https://www.nrc.no
25. Ghalia, N. (2023). Teachers’ Perceptions of the Leadership Roles of Female School Principles in the 1948 Arab Regions: Obstacles & Means of Improvement. https: //www.researchgate,net.
26. Gılıç, F., & İnandi, Y. (2021). The Relationship between School Administrators’ Leadership Styles and Organizational Cynicism from Teachers’ Perspectives. South African Journal of Education, 41(1).
27. Gurgová, B. et al. (2021). Teachers’ Leadership Behaviour in Relation to their Self-Esteem. The New Educational Review, 66, 147-156.
28. Halim, Y. (2023). Factors Affecting Gender Equality in Public Organizations in Egypt. Future Business Journal/ 9/99/2023
29. Hannum, K. (2015). Women Leaders within Higher Education in the United States: Supports, Barriers, and Experiences of being a Senior Leader. Advancing women in leadership Journal/ 35(35):65-65. DOI: 10.21423/awlj-v35. a.129
30. Harris, A. (2024). Invisible leaders? Reviewing Contemporary Evidence about Women Leaders in Education. School leadership and management/44/2024/5.https://doi.org/10.1080/1363-2434.2024.2408220
31. Heursen, L. (2020). Are Women Less Effective Leaders than Men? Evidence from Experiments using Coordinator Games. University of Zurich. D23c72, c92,11
32. Hanek, K. (2022). Barriers for Women in the Workplace. Social and Personality Psychology/16/10/e12706.https://doi.org. /10.111/spc3.12706
33. Islam, A. (2023). Gender and Leadership in Public Higher Education in South Asia: Examining the Individual, Social-Cultural and Organizational Barriers to Female Inclusion. Studies in higher education/48,2023-8. https://doi.org/10.1080/03075079.2023.2187771
34. Izah, C. (2023). Cronbach’s Alpha: A Cornerstone in Ensuring Reliability and Validity in Quantitative Research. Engineered Science Publisher. Retreaved from https://www.espublisher.com
35. Kabesa, R. (2023). A Qualitative Exploration of Perceptions of Masculinity and Fatherhood of Male School Leaders. Gender and education/ 36,2024-1. https://doi.org/10.1080/09540253.2023.2283591
36. Kanai, C. K. (2022). Factors Influencing Participation of Women in lnstructional Leadership Positions in Public Schools in Tharaka North Sub-County, Tharaka Nithi County, Kenya (Doctoral dissertation, KeMU).
37. Kipngetich, L. (2022). The Effect of Social-Cultural Factors on the Access of Women to Elective Leadership Positions in Kenya. Journal of policy and development studies/1910: 1-10.DOI:10.51317/JPDS.V4;1.45
38. Kitsantas, A. (2025). Barry J. Zimmerman’s Enduring Legacy: the Inspiring Fusion of Self-Regulated Learning Theory, Practice, and Mentorship. Educational psychology review 37(3) DOI: 10.1007/S.10648.025-10052-0
39. Kothari, R. (2004). Sample Size Research Methodology Determination. Open Journal of Social Sciences (vol.1,pp,74-81). New Age International Publication
40. Lara, K. (2021). The Impact of Prior Expectations on Children’s and Adults’ Preferences and Emotions. Dev psychol.2021may; 57(5): 702-717.doi:10.1037/dev0001177
41. Lwamba, E. (2022). Strengthen Women’s Empowerment and Gender Equality in Fragile Contexts towards Peaceful and Inclusive Societies. National library of medicine/ 17/e1180.doi:10.1002/cl2.1214
42. Majani, P. (2022). Female Teacher’s Underrepresentation on Leadership Position in Public Secondary Schools in Musoma District Council Tanzania. Direct research journal of education and vocational studies/4(5), pp.160-164july2022. DOI: https://doi.org/10.26765/drjevs012639547
43. Makere, G. (2025). Investigation of Factors for Low Participation of Women in Education Leadership Positions in Public Secondary in Dodoma City, Tanzania. Retrieved from https://repository.out.ac.tz
44. Maheshwari, G. (2022). Influence of Teacher-Perceived Transformational and Transactional School Leadership on Teachers’ Job Satisfaction and Performance: A case of Vietnam. Leadership and Policy in Schools, 21(4), 876-890.
45. Magnanellis, S. (2024). Motherhood and Leadership: Exploring Employee Perceptions of Female Leaders in the Workplace, Glow discussion paper, No.1535, Global labor organization (GLO), Essen. https://hdl.handle.net/10419/307514.http://orcid.org/0000-0003-10157629
46. Mapupuni, G. (2024). Breaking Barriers: Examining the Participation of Female Students in the Student Representative Council at a Public University in Zimbabwe. Journal of research innovation and implications in education/8/3/2024/pp.21-34.https://doi.org/10.59765/sbgu5723
47. Mathetha, K. (2025). A View from the Top: How South African Women Leaders Shatter the Glass Ceiling. Front social.2025 oct 8,10: 1601448.doi:10.3389/fsoz.2025.1601448
48. Mauchi, J. (2020). Critical Social-Cultural Factors Affecting Performance of Women in Leadership Positions in Quasi-government Organizations in Zimbabwe. International journal of entrepreneurship/24/3
49. Mbalilaki, C. (2022). Factors Contributing to Female Teachers’ Underrepresentation in Schools Leadership: A case of Sumbawanga, Tanzania. East African Journal of Education and Social Sciences, 3(2), 120-129.
50. Mbepera, J. (2017). The Organizational Factors Influencing Underrepresentation in Leadership Positions in Community Secondary Schools in Rural Areas-Tanzania. University of Dodoma. Ked journal of educational policy/January/2017
51. McKim, C. (2023). Meaningful Member-Checking: A Structured Approach to Member-Checking. American Journal of Qualitative Research. 2023, vol.7No.2. pp. 41-52. https://doi: org/10.29333/ajqr/12973/2023AJQR. https://www.ajqr.org
52. McLeod, S. (2025). Albert Bandura’s Social Learning Theory. Simply psychology/October/16/2025. Retrieved from https://www.simply psychology.org
53. Mert, P. (2021). Leadership Characteristics of Female Schools Principals According to Female Teachers. Instambul Sabahattin Zain University. Turkey.
54. Michael, T. (2019). Social-Cultural Barriers to Women’s Political Leadership in the North Region of Cameroon. Asian journal of humanities and social studies 7(2). DOI;10.24203/AJHSS.V712.5746
55. Mogoai, D. (2024). Challenges Experienced by Women Leaders and How These Affect Their Decision Making in Organization. University of Johannesburg. South Africa. https://doi.org/10.55190/Jpada.2024.334
56. Moyo, Z. (2024). Significance of Cultural Context in Shaping Female School Leadership and Management in Zimbabwe. African Identities, 22(1), 60-74.
57. Mridul, S. (2024). Voices unheard Stories untold: Exploration of Workplace Bullying Indian Primary School Teachers. Lovely Professional University. India.
58. Msafiri, D. (2023). Gender Balance in Tanzania: Success and Challenges. REPOA Brief bf/1/2023. Retrieved from https://www.repoa.or.tz
59. Mugizi, W. (2019).  Determinants of Female Teachers’ Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda. Scientific research open access/8/4/December/2019. DOI: 10.4236/ojl.2019.84008
60. Mujahidah, N. (2023). Application of Albert Bandura Social Cognitive Theories. Markas jurnal STAI AI H idayah Bogor. Retrieved from https:// jurnal staialidayahbogor.ac.id
61. Mujuni, M. (2024). Insiders’ Perspectives on Women’s Political Representation in Tanzania. Journal of humanities and social sciences/13/1/6-18-2024
62. Mwale, C. (2017). Sociocultural Beliefs and Women Leadership in Sanyati District. Journal of social change/2017/9/1/pp107-118.DOI:10.5590/JOSC.2017.09.1.10
63. Nakamba, P. (2022). Factors Affecting Female Teachers in Careers Progression in Public Secondary Schools in Chingola District. Lusaka. University of Zambia.
64. NBS, (2022). Morogoro Region Social-Economic Profile. Morogoro Headquarters Regional Office.
65. Ndirangu, L. (2022). The Effect of Social-Cultural Factors on the Access of Women to Kenya. Journal of policy and development studies/1(1): 1-10.DOI:10.51317/JPDS.V4;1.45
66. Ngelambong, A. (2025). Unveiling Women’s Leadership Traits in Southern-East Asia’s Hospitality and Tourism Sector: Perceptions of Undergraduate Female Students. Asian Journal of business research/5/2/2025. DOI: https://doi.org/10.1407/ajbr.240195
67. Nickerson, C. (2025). Albert Bandura’s Social Cognitive Theory. Simply psychology/march/31/2025
68. Nzioka, M. (2012). Factors Influencing Performance of Women Head Teachers in Primary Schools in Westlands District. Nairobi.
69. O’Brien, W. (2023). Women as Leaders in Male Dominated Sectors: A Bifocal Analysis of Gendered Organizational Practices. https://doi.org/10.1111/gwao.13019
70. Opoku, R. (2024). Women-on-women Violence in Tanzania. REPOA. Retrieved from https://repoa.or.tz
71. O’Rourke, H. (2020). Women in Cameroon. African History. https://doi.org/10.1093/crefore/9780190277734.013.574
72. Pair, E. (2021). Quantification of Gender Bias and Sentiment towards Political Leaders over 20 years of Kenyan News Using Natural Language Processing. Sec. Gender, Sexualities/12/2021.https://doi.org/10.3389/fpsyg2021.712646
73. Paola, M. et al. (2022). Female Leadership: Effectiveness and Perceptions. Journal of economic behavior and organization/201(c)pp134-162. https://doi.org/10.1015/jebo.2022.07.016
74. Rutebeka, J. (2023). An Assessment on Women Participation in Leadership Roles at Mkinga District. Tanga region -Tanzania. Open University. Retrieved from http://repository.out.ac.tz
75. Rugeiero, G. (2018). A Historical and Theoretical Review of Cognitive Behavioral Therapies: From Structural Self-knowledge to Functional Processes. J ration emot cogn behave ther.2018Apr 13, 36(4):378-403. Doi:10.1007/s10942.018.0292.8
76. Shrestha, S. (2021). Mixed-Method Research: A Discussion on its Types, Challenges, and Criticisms. Journal of practical studies in education, 2 92), 25-36. DOI: https:// doi. Org/10.46809/jpse. v2i2.20
77. Sincero, S. (2025). Social Cognitive Theories of Personality. Explorable/5/2025. https://explorable com/social-cognitive theories of personality
78. Sinpeng, A. (2020). Women’s Political Leadership in the Asean Region. Westminster Foundation for democracy. Retrieved from https://www.wfd.org
79. Smirles, K. (2020). Japanese Women’s Perceptions of Gender Roles and Leadership Course: A Qualitative Analysis. Women’s studies international forums /80/may-june 2020, 102359.https://doi.org/10.1016/j.wsif.2020.102359
80. Smith, H. (2025).  Cultural and Societal Barriers to Women Leadership and Strategies to overcome them. University of Nevada, Reno. Retrieved from https://www.researchgate.net
81. Stewart, R. (2021). Gendered Stereotypes and Norms: A Systematic Review of Intentions designed to shift attitudes and behaviors. Heliyon.2021Apr13;7(4): e06660. Doi: 10.1016/j.heliyon. 2021.e06660
82. Stranb, S. (2024). Who Perceive Lower Wages for Women to be Fair? How Perceptions of the Fairness of Men’s and Women’s Wages Vary by Firm and Workplace Characteristics. Working paper series/29/july 2024. DOI: https://doi.org/10.48787/kops/352-2-sofyhpeurgy53
83. Stratton, S. (2024). Purposeful Sampling: Advantages and Pitfalls. Cambridge University Press. Retrieved from https://www.camridge.org
84. Tabassum, N. (2021). Gender Stereotype and their Impact on Women’s Career. HM Kozhikode Society and Management. Review/10/2.https://doi.org/101177/2277975220975513
85. Talabi-Adeniran, F. (2021). Women Leadership and Integrity in the 21^st Century Nigeria. Ajol. Retrieved from https://www.ajol.inf
86. Teles, et al. (2020). Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI). International journal of environmental research and public health/17(9)/3248
87. Temu, H. (2024). Exploring Gender Equity in Tanzania: A Comprehensive Study on the need for Inclusive Practices in Selected Major Media Houses in Tanzania. Asian research journal of arts and social sciences/22/12. DOI: 10.9734/arjass/2024/v22i12594
88. Tenga, G. (2024). Assessment of Women’s Involvement in Leadership Practices within Higher Learning Institutions in Morogoro Municipality. International journal of research publication and reviews. Journal home page: www.ijrpr.com
89. Torsu, A. (2024). Ugandan Women Still Face Barriers to Equality in Education, Employment, and Politics. Hatchile consult Ltd/854/10september 2024
90. Tousson, A. (2020). Status of Women Leadership and Empowerment in Egypt: A Perception Study of Government and Non-governmental Organization. American university in Cairo. https://fount.aucegypt.edu/rento-etds/2760
91. Tremmel, M. (2023). Gender Stereotypes in Leadership: Analyzing the Contact & Evaluation of Stereotypes about Typical, Male & Female Leaders. Ingrid Wahi. National Institute of Healthy.
92. United Nations Children’s Fund, (2021). Gender Equality Promising Practices in UNICEF Programming in Tanzania. June 202. Dar-es-salaam UNICEF
93. Vasasova, Z. et al. (2021). Teachers’ Leadership Behavior in Relation to their Self-esteem. The new educational review, 66, 147-156
94. Wang, T. (2025). Demystifying Underrepresentation of Women Leaders in Higher Education: Comparative Perspectives on Gender-Based Leadership Barriers and Gender Equality. A journal of comparative and international education/May/2025. https://doi.org/10.1080/03057925.2025.2500300
95. Wolle, G. (2024). Gender Stereotypes and Contributing Factors for Gender Gap in the School Leadership Position in North Wello Zone: Ethiopia. Cogent Education/11/2024/1. https://doi.org/10.1080/2331186x.2024.2375482
96. Yang, L. et al. (2022). Exploring Factors Influencing Pre- Service and In-Service Teachers’ Perception of Digital Competencies in the Chinese Region of Anhui. Education and Information Technologies, 27(9), 12469-12494.
97. Zhai, S. (2023). Analysis, Evaluation, and Reformulation of Social Cognitive Theory: Toward Parent- Child Shared Management in Sleep Health. J Pedatr nurs,2023jul,20,73: e65-e74.doi: 10.1016/j.pedn.2023.07.011