Gender-Based Leadership Training Programmes and School Performance in Urban Zimbabwean High Schools: Achievement Gap Reduction and Retention Success Metrics

Urban high schools in Zimbabwe have faced significant challenges in achieving gender equality in leadership roles, leading to disparities in school performance. The research employs mixed-methods approach including surveys, interviews, and statistical analysis of existing data from selected urban high schools in Zimbabwe. Initial findings suggest that gender-based leadership training programmes have led to a notable improvement in both male and female students' academic performance, with an increase in average test scores by approximately 15%. The study concludes that gender-based leadership training is effective in fostering a more equitable learning environment and improving overall school performance metrics. School administrators should implement comprehensive gender-sensitive leadership development programmes to address existing disparities and enhance educational outcomes.