Examining the Lived Experiences and Identity Construct of Selected Headmistresses of Senior High Schools in the Kumasi Metropolis: A Mixed Method Study

Leadership roles are crucial in the sustainability of public institutions since it is the engine room for nurturing future leaders. Despite the granting of equal opportunities for females to assume leadership roles in academic institutions in Ghana compared to their male counterparts, there still remain some institutional challenges that female headmistresses have to grapple with. Using the mixed method technique, this study examined the lived experiences and identity construct of selected headmistresses of senior high schools in the Kumasi metropolis of Ghana. The cross-sectional study design with purposive sampling was conducted on 14 female headmistresses from 14 senior high schools in the Kumai metropolis. Interview-based structured questionnaires with one-on-one interviews were used. Study results indicate that 71% of challenges that headmistresses are exposed to are internally generated, especially in gender stereotyping by undermining female heads. On areas of headmistress’ lived experiences, 57% of respondents agree that most efforts are geared towards women advocacy, with 64% demonstrating for ambition and drive. Again, this study reveals that through disciplined leadership experience, female school heads are able to mould students to become good adults as future leaders. The study recommends for future looking studies should consider these lived experiences of female heads in relation to the demands of policymakers to make lasting resolutions which are academically and environmentally friendly.