Factors that motivate female students to seek leadership positions in universities in Ghana

Résumé

The study examined the factors influencing female students to pursue leadership positions in selected universities in Ghana. A qualitative research approach grounded in a phenomenological design was adopted for the study. Purposive sampling was used to select eighteen participants from four public universities in Ghana. Resilience Theory and Social Identity Theory provided the theoretical foundation for the study. Data were collected through Focus Group Discussion (FGD) and interview guide, while thematic analysis was used to interpret the primary data gathered. The findings revealed that while some participants perceived societal expectations as confining women to specific “feminine” roles, others regarded their gender as a source of motivation to challenge prevailing stereotypes and actively pursue leadership positions. The study further showed that internal factors, including the desire for self-improvement and personal ambition, motivate strongly female students to aspire to leadership positions at the University. In addition, early exposure to leadership opportunities through mentors and teachers emerged as an important source of inspiration for female student leaders. It therefore recommends that mentors, parents and teachers, should deliberately support female students identify and enhance their leadership capacity from an early age. These supportive measures can equip young women with essential leadership competencies, enabling them to overcome challenges while fostering self-confidence and strengthening their leadership identity. The study also recommends that universities in collaboration with Student Representative Council (SRC) and National Union of Ghana Students (NUGS)should promote purpose-driven leadership training to encourage female students to view leadership as a tool for transformation.