| Summary: | While women representation has improved, people still need to change their mindset when it comes to female school leaders in different societies. We argue that female heads are placed and perceived differently in society. Based on the interpretivist paradigm, we used the qualitative approach. A multiple case study design was adopted, and five female school heads were purposively selected. Semi-structured interviews were used and various findings were made, including that new female school heads receive more inspections from education authorities than new male heads, crying is a therapy for some female school heads, family support is needed by new and inexperienced school heads. In addition, female and married school heads are respected and welcomed more than single female school heads and those who have a different religious affiliation are negatively stereotyped by communities. Lack of training was also found to contribute to the challenges faced by female school heads. A few recommendations were made. After the appointment, new school heads should be given enough time to settle before inspections. Families and stakeholders should give female heads the necessary support in their early years of promotion and new female heads should start in their home areas so as to build confidence.
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