The mainpwpose of this study was to examine the factors that affect women'srnparticipation in the primary school principals hip in Eastern Zone of Tigray. Tornachieve this purpose, the study employed a descriptive survey method, mainlyrnquantitative and supplemented By qualitative research methods to enrich therndata. With this respect, teachers, principals and woreda education officernexperts were the sources of data for the study. Data gathering instrumentsrnsuch as questionnaire, interviews and document assessment were conducted.rnIn addition to these, focus group discussion was held with 20 teachers in twornnon sampled selected schools of Gulo-Mekada Woreda. Stratified (rural &rntown), purposive (2 rural woredas), availability (3 WEO heads &3 ex-femalernprincipal teachers) and simple random lottery method(300 teachers, 20rnprincipals, &6 WEO experts respondents plus focus group discussion & pilot testrnparticipants} sampling techniques were employed. Questionnaires were pilotedrnin Nigste-Makda and kisanet and 0.915 andO.847 alpha was obtainedrnrespectively which indicated a good reliability. Then, it was distributed to 300rnprimary school teachers, 20 principals and 6 WEO experts (torally 326). A totalrnof 318 (97.5%) were filled, returned and used from the three occupationalrnrespondents. The data obtained was then analyzed using frequencies, mean,rnweighted & grand mean scores, t-test, one way ANOVA, chi-square (X2) andrnPost Hoc comparison of means. The results suggested that society 's negativernopinion regarding women principal's ability and competence to hold the positionrnof educational principals hip was comparatively changed to some degree. Inrnspite of their competence, however, women have still no prevalence and arernunder represented at the educational administrative levels. Hence, the majorrncauses that prevent women's participation in primary school principalshiprnwere: fear of role conflict between professional and family lives, fear of beingrnassigned to distant schools, society's perception regarding women's role andrngender role socialization, self image of women themselves, lack of visibility,rnlack of monitoring and evaluation of the policy in implementation, lack ofrnInformal networking to improve the existing situation. It is concluded thatrnwomen's participation is seriously restricted by the affecting factors andrnwomen are not benefiting themselves & the society to the maximum potential.rn~easures such as: Strengthening women's net works, women's change ofrnoutlook on their skills pursing higher education, relocation improvemeni,rnparents' encouragement of gender equality, access of predeterminedrnadministrative activities and creation of s ociety 's awareness werernrecommended to be taken. Educational institutions should have 'clearrnprocedures for carrier advanceritent and s election criteria and recruitment.rnSuccessful women principals, government and non-govemment organ.izationsrnshould create massive gender-sensitization training to all school communitiesrnand society. Finally, practitioners and government shou.ld be sensitive on thernimplementation of the policy of women in all fields of development by installingrneffective monitoring, evaluating and communicative systems with implementersrnat grass root level from early beginning to its end. Further in depth study wasrnrecommended in the fUture