School leadership is one of the most powerful drivers of student success – second only to classroom instruction. Research is now highlighting the critical role of female school principals in improving learning outcomes. A recent multi-country study by the UNESCO International Institute of Education Planning (UNESCO IIEP) found this to be true in the Republic of Benin, where both boys and girls perform better with a female principal. On average, they score 0.31 standard deviations higher in reading and 0.34 higher in math – equivalent to an extra year of schooling. Similar patterns have emerged in Madagascar, Togo, and Senegal.

A new report by UNESCO-IIEP Africa Office delves into the institutional characteristics that help explain these results in Benin, with a focus on factors linked to the representation of women in school leadership positions.

Understanding school leadership in the broader educational context 

The Republic of Benin has made significant progress in education with initiatives such as free primary education introduced in 2006 and policies promoting girls' education, including the 2009 national gender promotion policy. However, challenges in terms of access, learning and gender disparities persist. Primary completion rates improved from 54% in 2020 to 65% in 2021, yet a gender gap persists –67% of boys finish school versus 59% of girls (UNESCO-UIS, 2023).

The UNESCO-IIEP report places school leadership within this broader educational context, exploring its influence on learning outcomes and equity by using school census data. Results from a contextualized econometric analysis reveal a positive correlation between women in school leadership and both primary promotion rates and the passing rate of the primary school graduation exam (CEP). All other factors being equal, the average promotion rate is 0.93 percentage points higher in schools led by a woman. This correlation is especially significant for girls, whose promotion rates are, on average, 1.25 percentage points higher in schools with a woman principal.

Having a female principal is linked to higher promotion rates for girls in public schools and for all students in private ones. When disaggregating by setting, the positive influence on girls in public schools is observed both in urban and rural locations, while larger in rural ones.

Despite their positive influence, women remain underrepresented in school leadership – fewer than 18% of primary school directors are women, and progress has been slow. In over half of Benin’s communes, the figure is below 11%. While urban areas have a slightly higher representation, women principals are more commonly found in developed communes and private schools. They are also less like to be assigned to remote rural areas.

Policies and specific measures to promote effective school leadership practices and improve the representation of women remain limited. In the public sector, the appointment process for primary school principals is tightly regulated, with criteria based on performance and moral character. However, a lack of transparency in certain evaluation criteria and stages undermines the global efforts towards meritocracy and limits women’s opportunities for leadership positions. The possibility of being assigned to any location without the option to refuse or express personal preferences also discourages candidates, especially women.

Deep-rooted sociocultural norms drive gender gaps

Deep-rooted sociocultural norms continue to limit women’s leadership opportunities, discouraging them from applying, and affecting their performance. These challenges include difficulties in balancing work and household responsibilities, limited professional mobility, restricted access to training, experiences of sexual harassment, asserting authority and lack of self-confidence. 

Yet, the role of primary school director remains prestigious, offering professional growth and social recognition – qualities that women value.

The report uncovers compelling evidence of gendered differences in school leadership:

• In the public sector, male and female principals have similar pedagogical qualifications, with the vast majority holding the Pedagogical Aptitude Certificate (CAP) and teaching the final grade of primary school (CM2). In the private sector, women principals – particularly in rural areas – are more qualified than men but are often assigned to teach first grade.
• Fewer women principals hold academic degrees compared to men in the public sector. The limited educational opportunities for women and girls partly explain their lower representation in leadership positions, as the pool of qualified female teachers is smaller. 
• Women principals in Benin tend to be better organized, more rigorous, and highly committed to their work. Their approach to authority is distinct from that of men, characterized by more democratic management and greater attentiveness and care toward staff and students. The study found them to be better equipped to understand and support girls. 

Key policy recommendations to promote female leadership

Addressing gaps in regulatory and policy frameworks could enhance school leadership and advance gender equity. The report proposes some of the recommendations below:

• Adopt gender-transformative policies to tackle barriers women face in leadership, improving their access and working conditions.
• Ensure merit-based, gender-equitable appointments with transparent selection criteria.
• Elevate the status of school leadership by formalizing the role with structured training, clear competency frameworks, and appropriate remuneration. Implement the National Teacher Policy (PNE) and create a dedicated strategy for transformational leadership emphasizing the gender perspective.
• Introduce a structured professional development system for teachers and school directors, encompassing pre-service training, mentorship, and capacity-building initiatives, with a focus on ensuring accessibility for women in rural and remote areas.
• Revise hardship allowances and offer housing and career incentives to attract women to rural schools.
• Strengthen measures to prevent and address sexual harassment, ensuring victims are supported and protected from retaliation. Provide psychological and social support and raise community awareness about the impact of harassment on women, girls, and society.

Produced as part of the Women in Learning Leadership Initiative – WiLL¹, this report not only sheds light on the critical role of school leadership in Benin’s education system but also underscores the transformative potential of gender equity in leadership. By addressing systemic barriers and fostering supportive environments for women leaders, Benin can harness the full potential of its education workforce and drive transformational progress.

1. WiLL is a joint initiative of UNESCO IIEP Africa Office, the Gender at the Centre Initiative (GCI), and UNICEF Innocenti Global Office of Research and Foresight, focusing on the role of women in leadership positions in primary education and examining the challenges and opportunities for promoting effective school leadership and greater representation of women in education instances. Part of this initiative, the WILL- “Advancing Gender-Responsive Education using Evidence” work was supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre, Canada.