Breaking the Glass Ceiling in Ghanaian Colleges of Education: Structural and Cultural Barriers to Women’s Leadership

Abstract

Even though the world is making progress towards gender equality in education, women are still not well represented in academic leadership, especially in Sub-Saharan Africa. This study investigates the attitudes of male educators in Ghanaian Colleges of Education (CoEs) regarding women's leadership and how these perceptions perpetuate gender inequality. 30 male educators from six CoEs in the Ashanti Region participated in semi-structured interviews and focus groups as part of the study's qualitative phenomenological design, which was based on role congruity theory and hegemonic masculinity. Thematic analysis identified four key findings: ambivalence about women's leadership abilities, institutional barriers that favour men, cultural stereotypes that reinforce patriarchal norms, and contested support for gender-inclusive policies. Although some males recognised female leaders' abilities, cultural ideas and institutional norms nevertheless viewed leadership as a male-dominated field. The study found that men's perceptions play an active role in shaping leadership chances for women, rather than being neutral. Addressing gender inequality in academic leadership, therefore, requires more than numerical representation; it demands cultural transformation, institutional accountability, and male allyship. The study underscores the importance of reframing gender equity as a shared organizational responsibility, with policy implications for leadership development, mentorship, and affirmative action within Ghana’s CoEs.