The purpose of this conceptual paper is to explore sustainability in mitigating managerial challenges faced by women principals in rural primary schools. The main research question guiding this study is: “What strategies can be employed to enhance sustainability in mitigating the managerial challenges experienced by women principals in primary schools, particularly in rural areas?” This qualitative study draws upon a comprehensive review of scholarly books and articles, serving as the foundational framework for the research. Data collection is conducted through qualitative methods aligned with the interpretive paradigm allowing for a deep exploration of the experiences and perspectives of women principals. Findings from this study highlight a multitude of challenges faced by women principals in rural primary schools including limited resources, societal expectations, and gender biases. Despite these challenges, many women principals demonstrate resilience and innovative approaches in their leadership roles. The significance of this study lies in its contribution to the understanding of gender dynamics in educational leadership within rural settings, shedding light on unique challenges faced by women in these roles. Policymakers, school leaders, and aspirant deputy principals can benefit from the insights gleaned from this study. These recommendations include the need for tailored support mechanisms for women principals in rural areas, professional development opportunities focusing on leadership skills and gender equity, and policy interventions aimed at addressing systemic barriers to women's advancement in educational leadership roles. Attempts in implementing these recommendations, stakeholders can foster more inclusive and supportive environments for women principals in rural primary schools, ultimately enhancing the quality of education and leadership within these communities.
