Women Participation in School Administration and Educational Outcomes in Katsina State

This study examines the relationship between women's participation in school administration and educational outcomes in public secondary schools in Katsina State, North West Nigeria. Gender representation in school leadership is a critical equity issue, particularly in Northern Nigeria, where cultural norms and institutional biases have historically limited women's advancement into administrative roles. Emerging evidence suggests that female school administrators bring distinct leadership qualities that positively influence the learning environment and student outcomes. The study uses a descriptive survey design and samples 300 teachers, school heads, and education officials from 40 schools across Katsina Central, North, and South senatorial zones. A validated questionnaire serves as the data collection instrument, and analysis employs mean scores and analysis of variance. The study is grounded in Gender and Leadership Theory. Findings indicate that schools led or co-led by women show higher rates of girl enrolment, lower school dropout rates, and greater teacher job satisfaction compared to male-only leadership structures. Barriers to women's advancement in school administration, including cultural expectations, lack of mentorship, and discriminatory appointment practices, are also documented. The study recommends affirmative action policies and mentorship programmes to increase women's representation in school leadership in Katsina State. Keywords: women in administration, educational outcomes, gender equity, school leadership, Katsina State.