Frustrated careers? : the perceptions of female educators at a Durban primary school.

Abstract

The study examined perceptions of female educators at a primary school in Durban, with regard to issues of gender equality. The literature review revealed that women educators have faced great injustices regarding past educational policies (before 1994) and the nature of gender biased practices both in society and within the school systems. The study highlights some of the main barriers, both intrinsic and extrinsic, faced by women teachers which prevented their upward mobility in the profession, thus determining their perceptions of their present career status. It also focuses on strategies that women educators perceived in helping to advance in their career as a teacher thereby achieving satisfaction. The research consisted of a quantitative phase which included the use of self-completion questionnaires to determine the perceptions of the female educators to their present career status. The data collected was used to develop strategies women teachers can use to advance their careers. The findings revealed that there were two groups of teachers each with different set of perceptions. The younger generation of teachers did not experience intrinsic barriers and displayed more satisfied perceptions of their career. The older generation of teachers seemed less satisfied with their present career status. Both, however agreed that organizational constraints (extrinsic barriers) affected their advancement in the profession.