School leadership plays a crucial role in increasing the quality of education and narrowing gender gaps in education outcomes. Emerging evidence suggests that female-led schools possibly create more favorable learning environments. Higher representation of women in school leadership can also target harmful gender norms. However, evidence from sub-Saharan Africa on these topics is lacking, and women remain underrepresented in school leadership positions.

This project investigates how school leadership can foster gender-equitable education outcomes and student safety and wellbeing, paying specific attention to women’s roles and representation. The research focuses on four African countries: Benin, Ethiopia, Guinea, and Madagascar. The project seeks to identify the leadership and management practices associated with gender-equitable and inclusive educational outcomes and the barriers and enablers to their adoption. It also examines women’s representation in leadership and barriers to accessing and succeeding in leadership roles. Finally, it aims to identify levers to scale the effective practices identified and enhance women’s leadership at the policy, system, school, and community levels.