Challenges in Implementing Leadership Mentorship to Enhance Female Teachers’ Readiness for Administrative Roles in Tanzanian Public Secondary Schools

Abstract

This qualitative study explored the challenges affecting the implementation of leadership mentorship strategies intended to enhance female teachers’ readiness for administrative roles in public secondary schools in Morogoro Region, Tanzania. The study adopted an interpretivist paradigm and a descriptive case study design, guided by Transformational Leadership Theory. A purposive sample of 63 participants was selected, of whom 54 were interviewed: 26 female teacher mentors, 25 heads of schools, and three District Education Officers. Data were collected through semi-structured interviews and analyzed using reflexive thematic analysis. Five interrelated challenges were identified: limited time, inadequate mentor training, insufficient financial and material resources, weak institutional support, and cultural and gender bias. Heavy professional and domestic workloads restricted regular mentor–mentee interaction, while the absence of formal mentor preparation reduced the quality and consistency of guidance. Limited school funding made mentorship dependent on external organizations, and weak integration into school plans, timetables, professional development systems, and accountability mechanisms undermined programme continuity. Cultural expectations and gender stereotypes also discouraged some female teachers from participating in mentorship and aspiring to administrative roles. These findings indicate that leadership mentorship requires formal structures, trained mentors, scheduled mentoring time, sustainable resources, monitoring mechanisms, and gender-sensitive institutional support. Strengthening these conditions may improve the consistency of mentorship and support female teachers’ readiness for administrative responsibilities in Tanzanian public secondary schools.