CHALLENGES FACED BY FEMALE SECONDARY SCHOOL PRINCIPALS IN THREE GEOGRAPHICAL REGIONS IN LESOTHO.

While school principals are bestowed with executive powers to lead schools, it appears that, among others, gender contributes significantly to the challenges faced by female secondary school principals. This qualitative study explores challenges encountered by female secondary school principals in Lesotho. The study is framed in Critical Theory (CT) as its overarching theoretical framework. CT is concerned with critiquing the gender-ascribed stereotypes that propagate the challenges confronting female secondary school principals. CT is also concerned with advocating for social justice and social reforms. Fifteen (15) female principals were conveniently selected from Lesotho's three geographical regions: lowlands, foothills and highlands. The rationale was to identify any differences ascribed to specific geographical regions, which differ not only in geographical features but also in socio-economic status and traditional values. Semi-structured interviews were used to generate data, and a deductive thematic analysis approach was used to analyse the data. The study revealed that female secondary school principals experience various challenges, some aggravated by the conditions prevalent in the highland areas. The challenges included the teachers' resistance (both males and females) to follow instructions, difficulties in disciplining boys and sexual harassment. The study recommends teacher induction and sensitisation, community sensitisation, and the induction of female principals themselves as possible strategies that could mitigate the challenges faced by female secondary school principals in Lesotho. [ABSTRACT FROM AUTHOR]