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dc.contributor.advisorChikoko, Vitallis.
dc.creatorZulu, Jerome Khulekani.
dc.date.accessioned2013-11-07T09:25:01Z
dc.date.available2013-11-07T09:25:01Z
dc.date.created2012
dc.date.issued2013-11-07
dc.identifier.urihttp://hdl.handle.net/10413/9924
dc.descriptionThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.en
dc.description.abstractThis study sought to explore power dynamics between school male managers and female teachers. This is a qualitative study located in the interpretivist paradigm. This study adopts a case study research design that utilises interviews to generate data. The data was analysed using qualitative thematic approach. The study is underpinned by two theories, namely, political theory and gender and power theory. The study’s findings suggest that the relations between male managers and female teachers are not good in the researched schools. Traditional Zulu culture is used by male managers to sideline female teachers. Male managers seem not interested in the programmes that are meant to improve their managerial skills. The study recommended that both the female teachers and the male managers work together to improve their relations, amongst other things, by attending workshops that are designed to encourage communication, tolerance, trust and respect between them.en
dc.language.isoen_ZAen
dc.subjectSchool principals--KwaZulu-Natal.en
dc.subjectTeachers--Attitudes.en
dc.subjectTheses--Education.en
dc.titleExploring power dynamics between school male managers and female teachers.en
dc.typeThesisen


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