Abstract The persistent systemic inequalities inherent in cultural and traditional practices shape how society views women as leaders. This article reviewed the literature to highlight the needs, opportunities, constraints, and resources of disadvantaged schools and how this context influences the leadership practices of female primary school principals. Two questions guided the study: (1) What are the needs, opportunities, constraints, and resources of disadvantaged schools and how do they influence leadership practice? (2) How do female principals adapt their practices to their school contexts? An unbounded search was conducted to identify 22 publications, consisting of 17 peer-reviewed English-language journal articles, three book chapters, and two conference papers on female educational leadership in Zimbabwe. Systematic search criteria were strictly followed to obtain the publications from 2008 to 2018. Through the lens of an African feminist perspective, this study established that the features of a disadvantaged school context influence what female principals do and how they do it. It is important to note that principals craft strategies to expand the available resources while taking advantage of the opportunities at their disposal to manage constraints in order to meet the needs of their schools.

中文翻译：

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津巴布韦的不利学校环境和女性学校领导

摘要 文化和传统实践中固有的持续系统性不平等塑造了社会如何看待女性作为领导者。本文回顾了文献，以突出弱势学校的需求、机会、限制和资源，以及这种背景如何影响女小学校长的领导实践。两个问题指导了研究：(1) 弱势学校的需求、机会、限制和资源是什么，它们如何影响领导实践？(2) 女校长如何根据学校环境调整做法？进行了无限制搜索以识别 22 篇出版物，包括 17 篇同行评审的英语期刊文章、三本书章节和两篇关于津巴布韦女性教育领导力的会议论文。从 2008 年到 2018 年，严格遵循系统搜索标准来获取出版物。本研究通过非洲女权主义的视角，确定弱势学校环境的特征会影响女校长的行为和方式。重要的是要注意校长制定策略来扩大可用资源，同时利用他们掌握的机会来管理限制，以满足学校的需求。