Challenges faced by female educators into principal positions in the Imbali Circuit.
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Date
2015
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Abstract
The purpose of this study was to investigate challenges faced by female educators into
principal positions in high schools especially in the Imbali Circuit.
The methodology used was qualitative. A case study method was adopted. Data was gathered
through semi-structured interviews with the four female head of departments and four female
deputy principals in four selected high schools. Four high schools in the Imbali Circuit were
purposively selected for the study. The data gathered was transcribed, coded, organised into
themes, categories and sub-categories. Finally, the data was analysed.
The study was located in the feminist theory because what is happening in high schools today
can be explained in terms of the assertions made in feminist theory. This theory provides an
explanation as to why women are under-represented in leadership and management positions
in high schools.
Findings reveal that gender stereotypes, societal norms and cultural factors has a strong
impact in the appointment of women in leadership and management positions of principals,
because are rather based on the perception that women are viewed by someas being incapable
of leading.On the other hand, the findings have revealed two set of groups; those who are
positive about the outcome and those who are negative. Three participants indicated that
though women are under-represented in principal positions in high schools but they are still
positive and always willing to comply and accept the situation as it is.
The study recommended opportunities for further research into gender issues in education
which is an under-researched area as evidenced in the literature reviewed for this study.
Again, it was recommended, based on the fact that most female educators in South Africa
started their teaching careers during the apartheid era in which they pursued their careers in
an environment that was influenced by gender segregation. This negative perception towards
them still persists in the post-apartheid South Africa; therefore, there is a need to instil in
them a positive mind set which is in line with democratic contemporary South Africa. This
can be achieved through the intervention of the Department of Basic Education and ensure
that the Gender Equity Act, the Constitution of South Africa (1996), the Employment of
Educators Act, the Employment Equity Act, and the White Paper on Affirmative Action are
referred to, to ensure fairness and equality in the appointment of candidates for principal
positions.
Description
Master of Education in Education Studies. University of KwaZulu-Natal, Edgewood 2015.
Keywords
Women teachers -- South Africa -- KwaZulu-Natal., Women school principals -- South Africa -- KwaZulu-Natal., School management and organization -- South Africa -- KwaZulu-Natal., Theses -- Education., Imbali Circuit.