##issue.issue##

##issue.vol## 10 ##issue.no## 2 (2021): Special Issue on Gender I

Undergraduate Female Student-leaders in Higher Education: Leadership Identity and Development in Tanzania

https://doi.org/10.56279/jhss.v10i2.80
Cecilia Swai
Ikupa Moses

Corresponding Author(s) : Cecilia Swai

ceciliaswai@yahoo.co.uk

Journal of Humanities & Social Science (JHSS), ##issue.vol## 10 ##issue.no## 2 (2021): Special Issue on Gender I

##article.abstract##

This study investigated the development of leadership identity among six female
undergraduate student-leaders in higher learning institutions (HLIs). Based on the
hexagon and motivation to lead theories, the study focused on personal knowledge,
beliefs and actions that female undergraduate student-leaders attach to their leadership
identities. Furthermore, the study explored the perceived leadership motivational factors
for female student-leaders in HLIs. The study employed a phenomenological interpretive
approach to investigate the lived-experiences of female student-leaders related to their
leadership identities and developments in three HLIs. The study noted that there are
important roles played by parents, peers, teachers and religious institutions in developing
female student-leaders. According to the findings, the role of peers becomes more evident
during the adolescent age of female-leaders. Further, the findings revealed that female
students’ participation in leadership is, in most cases, pushed by their feeling of a sense
of duty or responsibility to lead. The study recommends promoting the influence of socialnormative and affective identity among young girls within families, schools and colleges
to develop strong committed female-leaders.
   

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Undergraduate Female Student-leaders in Higher Education: Leadership Identity and Development in Tanzania. (2021). Journal of Humanities & Social Science (JHSS), 10(2). https://doi.org/10.56279/jhss.v10i2.80
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