Management challenges experienced by women principals in three rural secondary schools in Ndwedwe circuit in the Ilembe district.

Abstract

This study investigated the management challenges experienced by women principals in Ndwedwe Circuit in the Ilembe District. The rationale of the study was to explore women principals’ experiences and strategies in a male dominated environment and their perceptions on gender equity issues in educational management. This qualitative study was set in interpretive paradigm. The research tools comprised of semi-structured interviews, documents review and observations. The two theories which underpinned this study are theories of inequality and rurality theories. A review of international and local literature on issues of women in management positions revealed that women in management experience challenges in the work place. The findings of this research were an eye-opener to me. Conclusions such as underdevelopment of rural areas; illiteracy of some parent component members; scarce public transport; women experience inequality; learners also one of the biggest challenge and the Department of Education not fulfilling its obligation to capacitate women principals. Some of the recommendations based on the findings are that rural areas must be developed. The SGBs must continuously be work-shopped so that they can be capacitated and empowered to contribute efficiently to the school. Gender education and community involvement will also assist women managers in managing schools freely and confidently because they will be judged as principals not as women. The Department of Education officials must implement the programmes that are in place on developing women managers so that they are compared to male counterparts because they need to prove that they are capable to hold those positions.