Barriers to gender-just educational leadership in East Africa: a scoping review of research from Tanzania, Uganda, and Kenya

Drawing on the existing literature in educational leadership, we conducted a scoping review of research on gender-justice-centered educational leadership in Tanzania, Uganda, and Kenya. We specifically conducted a systematic search on Web of Science, EBSCOhost, and Google Scholar for journal articles published for a period spanning between January 2014 and January 2025. Following a multi-stage screening process to exclude duplicates and irrelevant studies, 39 relevant articles were selected for in-depth review. Our analysis identified three broad areas of barriers to educational leadership for gender justice. These are personal (e.g. self-doubt, lack of mentorship), systemic (e.g. institutional bias, limited policy support), and societal (e.g. gender norms, cultural expectations) as barriers to gender-just educational leadership in Tanzania, Uganda, and Kenya. By synthesizing region-specific literature, this paper addresses a significant gap in research on gender equity in educational leadership in East Africa. The findings offer context-sensitive recommendations for policy and practice, contributing to the development of more inclusive and locally informed leadership frameworks. Our findings offer evidence-based insights to help policymakers and educational institutions in East Africa design more inclusive leadership pathways and gender-responsive policies. By identifying context-specific barriers and strategies, the study supports targeted interventions that can advance gender equity in educational leadership across the region.