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Research on school leadership and gender in the past 25 years has shown that women and men are unequally represented in leadership positions. Particularly in primary schools, there is a high percentage of women in leadership roles, while this percentage is lower in grammar schools and vocational schools. There are different argumentation patterns that either emphasize gender differences or highlight equal competencies for women and men in leadership positions. Gender also plays a role in the distribution of tasks and the leadership behavior of school leaders. A constructivist perspective on school leadership and gender examines how gender is constructed and what impact this has on practice. It is emphasized that gender should not be seen as a fixed category, but that people can think and act differently regardless of their gender. It is recommended to conduct open and diverse studies on school leadership to examine the various dynamics and games in leadership relationships. It is also recommended to use quantitative and qualitative research methods to consider the diversity of practices and frameworks. The authors advocate for expanding the gender debate in school leadership and emphasizing individual abilities and competencies. The article "Kontakte" in the Journal for School Development contains the email addresses kks@ph-weingarten.de and julia.gerick@uni-hamburg.de. [Extracted from the article]