An educational leadership position can be conceived as a position occupied within the hierarchy of an educational organization. This study aims at examining current and prospective Senegalese female high school principals' perceptions of the position of high school principal. It highlights the barriers they associate with the position of high school principal, the solutions they propose, and their perceived influence on their current and future school community. Using a multiple case study of one female high school principal and three prospective female high school principals, this research is grounded in feminist theory. Analysis of findings yield that the position of high school principal is attached to the following main barriers: lack of training, family responsibilities, lack of autonomy, and security issues. Mentoring, pre-service training, family assistance and self-organization, freedom to make decisions, and security infrastructure are proposed as solutions to these barriers. A management style based on participation, communication, and caring emerged as the study participants' main perceived influence on their current and future school community. This finding reinforces feminist theory's view that women have something to contribute to the world, notably in the field of education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]