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dc.contributor.advisorChikoko, Vitallis.
dc.creatorMadlala, N. C.
dc.date.accessioned2010-10-14T12:33:39Z
dc.date.available2010-10-14T12:33:39Z
dc.date.created2007
dc.date.issued2007
dc.identifier.urihttp://hdl.handle.net/10413/1360
dc.descriptionThesis (M.Ed.)-University of KwaZulu-Natal, 2007.en_US
dc.description.abstractThe study sought to investigate challenges faced by school level women managers and the extent to which they coped with such challenges. To collect data the study used a triangulation of three instruments: interviewing, observation and document analysis. The findings of the study revealed that the barriers that retard women's progress in management include the endocentric bias and patriarchal nature of the society which 'make it difficult for women to be accepted as managers, the traditional stereotypical perceptions of women's abilities and attitudes towards women's family roles. The study concluded that although women education managers still face many barriers in their job, they are working hard to try and cope with them. As managers they are more inclined towards contemporary approaches to management such as participative engagement of those they lead. The researcher recommended that the following seemed to be possible strategies to address the challenges: induction programmes, mentoring, women networks as well as training programmes.
dc.language.isoenen_US
dc.subjectWomen school administrators.en_US
dc.subjectWomen school administrators--KwaZulu-Natal.
dc.subjectTheses--Education.
dc.titleChallenges faced by women in education management : perceptions of school-level women managers in Ogwini Ward of Port Shepstone.en_US
dc.typeThesisen_US


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