The role of school principals in improving learning in Francophone Africa
How do gender inequalities affect the management of elementary schools? Gender parity among the leadership roles of these institutions is far from being reached. However, a new IIEP-UNESCO report finds that the presence of female principals has an impact on student achievement across a number of francophone African countries. In four of the 14 nations examined in the study, student performance is better in female-led schools. This is not generalizable to the entire region and is currently the subject of further research.
Still, is there a link between a principal's gender and student achievement? Using a rich database of primary school students' reading and math proficiency collected in 14 French-speaking African countries (Benin, Burkina Faso, Burundi, Cameroon, Chad, Congo, Côte d'Ivoire, Democratic Republic of Congo, Gabon, Guinea, Madagascar, Niger, Senegal, and Togo), the IIEP study reveals a link between school success and female leadership in four cases. In Benin, Madagascar, Senegal, and Togo, students' performance at the end of primary school is better when they attend a female-led school, controlling for other contextual factors.
Level of education, past experience, and the work environment clearly influence principals’ management practices. But gender also has an impact - as in politics or business - with female leadership styles often being more attentive to the needs of others. According to the researchers who completed the study, "women are underrepresented in the leadership literature review. Yet, if we want those in important roles to be role models for girls, we need to study their backgrounds. This is what motivated us to conduct this research"