Practices that support a better learning environment

The study highlights a significant positive influence of women school principals in four countries: Benin, Madagascar, Senegal, and Togo. In these countries, students in schools led by women achieve higher standardized scores in reading and mathematics, with an average gap of 0.3 standard deviations compared to their peers in schools led by men. This positive association is not limited to female students; boys also benefit from the presence of female leadership in school administration, although the magnitude of the effect may vary depending on national contexts.

The practices adopted by women school principals seem to play an essential role in improving academic performance. They are more likely to organize meetings with parents, offer academic support classes, and maintain stricter attendance records for teachers. Additionally, schools led by women have lower teacher absenteeism rates, contributing to a more collaborative and conducive learning environment. Women school principals can also create a more inclusive environment for girls, addressing issues such as menstruation and harassment, thereby contributing to a safer and more supportive learning environment. Last, women leaders play a role model influencing girls and their parents’ aspirations, and their presence participates in transforming gender norms among pupils and their communities.