This research conducted in Ghana suggests that the world is witnessing an emerging trend in increased female leadership abilities in predominantly male dominated environments, which tends to inhibit the development. This article addresses issues that give rise to this phenomenon using data collected through survey and interviews in a sequential and explanatory mixed method approach, and administered in the Akuapem South Municipality of Ghana. The researchers used purposive sampling to select 50 female leaders, and they analysed the data quantitatively and qualitatively using percentages and themes respectively. The study started with the theory that, prejudices associate female leadership in basic schools in the Akuapem South Municipality with attendant stereotyping, name calling and finger pointing, and these present challenges that affect the performance of female heads. The study sought to indentify and mainstream the performance and challenges of females in educational leadership in the context of male oriented cultural environment. The results show that female heads have ability to work as leaders to achieve goals on equal terms as their male counterparts. There is evidence however that female heads have some peculiar challenges as in: male dominance, threats and harassments from men, discrimination and interference from domestic responsibilities. These are generally expressed in acceptance and support problems from family, subordinates and other school administrators.
Keywords: cultural biases, educational leadership, female prejudices, gender inequalities, gender mainstreaming, task-oriented leadership
