This study sought to investigate the factors contributing to underrepresentation of female teachers in leadership positions in public secondary schools in Sumbawanga Municipality, Rukwa Region-Tanzania.The study was guided by Feminist Theory. The study employed mixed research approach and convergent parallel research design. The study sampled a total of 100 respondents comprising of 87 teachers, 5 heads of schools, 1 District Executive Officer, 1 Regional Officer, 1 District Education Officer and 5 head prefects. Purposive sampling techniques were used to select students, heads of schools as well as all education officers while simple random sampling was used to select teachers. Questionnaire and interview guides were used to collect data. Statistical descriptions and themes were used to analyse quantitative and qualitative data respectively. The study found that individual factors such as negative attitude about the process of promotion, lack of inspiration, lack of confidence and cultural beliefs as well as lack of transparency in interviews and lack of proper structures to ensure female teacher representation in leadership led to female teachers’ underrepresentation in leadership positions. It was further found that female teachers were aware of the responsibilities that come with leadership and the criteria for interview. Finally, the findings established the following measures to overcome female teacher underrepresentation in public secondary schools: that female teachers should pursue higher education to be competitive, that affirmative action should be used in appointing head teachers, female teachers need to build self confidence, the government should encourage training of more female secondary teachers, that corruption and tribalism be stopped, head teachers need to be consulted before promotion is accorded and communities be sensitized against gender stereotyping. It was concluded that female teachers are underrepresented in leadership positions because of individual factors and lack of transparency in the promotional process and that female teachers were ready to take leadership positions and this can be achieved by giving equal opportunities to women who have the relevant qualifications. The study recommended that female teachers should be encouraged to seek leadership positions, to further studies and that the interview process should be transparent. Consequently, affirmative action should be emphasized by the government and general governance be improved so as to build female teacher confidence in seeking leadership position.