Emebet Mulugeta (PhD)Tseganesh Getachew2024-01-012024-01-012022-12-01http://etd.aau.edu.et/handle/123456789/1332The purpose of this study was to assess the opportunities and challenges women teachers experience in taking the role of teacher leadership at school particularly in Nativity Girl’s school. To conduct this study, descriptive research design and qualitative research approach were used. The participants selected by using purposive sampling techniques. The data were collected by interview and focus group discussions. The collected data were analyzed using thematic analysis method. The findings of the study showed that female teachers’ role as leaders has been enhanced due to opportunities availed for participation at different levels of school leadership, their own career as teachers in girls’ school, and working with a female Principal. With regards to challenges female teachers face, the findings showed the individual, cultural and organizational challenges prevent them from taking leadership roles. The factors related to those challenges include: women’s’ own perception of their role, lack of self-confidence, family upbringing as girls, gender biasness, lack of motivation, lack of clear school structure, workload both at school and at home. As ways of coping mechanisms to the challenges, the findings indicated that updating oneself with reading, taking risks, showing consistent resilience at work, not leaving the role to males, building up confidence, developing effective communication skills and managing one’s own time were helpful. In addition, Democratic and situational leadership styles are found to be styles that motivate female teachers to participate and contribute to the maximum of their ability.en-USOpportunities, challenges, coping mechanisms and leadership stylesThesis