The purpose of this study is to investigate the gender-related challenges experienced by female principals in schools. The study uses a qualitative approach to investigate the challenges experienced by female principals in four schools in Umlazi, Durban.
Background of the study
The social and policy context of the study
The White Paper on Education (1995)
It argues that affirmative action strategies are needed to increase the representation of women in professional leadership and management positions and also to increase the influence and authority of female teachers. The White Paper also emphasizes equal access to education for all, where men and women will be equally equipped with knowledge and skills in preparation for leadership positions.
The Employment Equity Act (1998)
The Constitution contains the Bill of Rights, which is a cornerstone of democracy in South Africa. This would therefore entail that women have the right to participate as leaders and managers within school settings.
Statement of the problem
The South African Schools Act, No. 84 of 1996, created a new approach to the management of public schools, with the primary aim of promoting (equal) participation of all stakeholders, including the right of women to participate as school leaders.
Rationale and objectives of the study
Rationale for the study
Such research should focus on how to help female principals manage schools effectively without being undermined by teachers and society. This motivated me to undertake a study designed to understand the challenges female principals experience as managers in schools and how they deal with these challenges in innovative ways to effectively manage the school.
Objectives of the study
Structure of dissertation
The purpose of this chapter is to review relevant literature on the gender-related challenges that female principals experience in schools. As such, the chapter opens with a discussion focusing on the gender processes in society and in schools that make gender-related challenges a specific problem, especially for female principals in school contexts.
The Concept of gender-related challenges
Socialisation
As a result, it is difficult for female leaders to gain respect from men in general (Mertz, Grossnickle, & Tutcher, 1980). Even female leaders have been socialized to look down on their own abilities and believe that women (including themselves) do not have good leadership qualities.
Sex-role stereotypes
Implications for female school principals
Female principals may find themselves in a situation where they fail to balance professional and family life. While women are generally socialized to take the lead in doing all the housework and being a wife and mother at the same time, female principals are expected to be successful both at school and at home.
Dynamics of gender-related challenges in schools
Being a female school principal
While women are generally socialized to play a leading role in doing all the housework and also being a wife and mother at the same time, female principals are expected to perform well both at school and at home. The situation of female principals as school leaders is very different from that of their male counterparts. Erickson (1985) shows that female leaders do not react to specific situations, but they react to cultural demands of female behavior.
Staff meetings
Black female school principals are forced to learn to navigate across the tensions created by culture, language, and customary laws. They resent a strong leader and would plot against her and sabotage the progress of the school just to prove that a woman cannot make it (Msane, 2007).
Discipline
The concept of school management
Bureaucratic/ formal approach
Zulu (2002) states that the bureaucratic model has explicit goals that guide the decisions made in the institution. This means that a bureaucratic approach gives power to management, as does an autocratic approach to management that uses a top-down method.
Collegial approach
Hay (1973) states that in schools where hierarchical authority prevails, it seems likely that decision-making will be in the hands of the few, namely those in management. In this study of gender related challenges female principals in schools use the collegial approach which helps them to create a democratic influence for the smooth running of the school. Ngcobo (2010) states that the effectiveness of this approach mainly depends on the attitudes of the principals who have to give up power to empower colleagues.
Political approach
Feminine and masculine theories of management
Femininities and theories of management
Although female principals lead schools, they experience challenges because they are perceived as weak and incompetent. Society expects female principals to feel sorry for female teachers when they are absent since female teachers are mothers and female principals are also mothers. The equal opportunity orientation of this view is that the educational context may not take into account the experiences of female principals and the value they can add to school management and leadership.
Masculinities and theories on management
As a result, female principals experience challenges working with such men because they (female principals) feel that they are not respected and valued by male teachers. The literature also indicates that female principals work in an environment known as a This will ensure that female principals do not have to experience problems in schools that their male colleagues do not.
Introduction
Context of the study and participants
Men are expected to take responsibility for the home, that is, to be responsible for the children and their wives, and to be the leaders of the community.
Research design
As described by de Vos (1998), qualitative research is designed to help researchers understand people in the social and cultural context in which they live. Qualitative research claims that reality is constructed by the individuals involved in the research situation (Creswell, 1994) and therefore privileges the unpacking of this reality as a valid means of knowledge production in research. Creswell (1998) argues that a qualitative approach is an interpretive and naturalistic approach that explains social and human problems.
Sample and sampling procedure
Methods of data collection
Interviews
To obtain in-depth information, semi-structured interviews were used, which were conducted according to a prepared interview schedule. Ngcobo (2010) says that semi-structured interviews are sometimes called guided interviews; the guides allow the researcher to develop a "field of inquiry" during the interview. The semi-structured interviews provide a direct indication of leadership as articulated by these female principals and allowed me to test the responses.
Observations
Ethical considerations
Validity and trustworthiness
Data analysis
These themes are: Gendered experiences of female principals: exploring the dynamics; Becoming a female head teacher - some promotion-related dynamics; Experiences related to staff meetings and SMT; Experiences related to SGB and parents; Experiences related to dual motherhood and rectorship.
Summary
Based on the responses of the participants in my study, several themes emerged. This chapter aims to analyze and interpret the data collected to explore the gendered experiences of four female school principals. The female principals suggested several ways in which they could rely on their managerial responsibilities for the effective functioning of the schools, and these are discussed before summarizing the study findings.
Gender-related experiences of female principals
- Becoming a female school principal
- Experiences related to staff meetings and dealing with SMT
- Experiences related to the SGB and parent
- Experiences related to dual role of
- Experiences related to managing learner and
- Experiences related to policy implementation
From the passage above, it can be seen that some male teachers undermine the abilities of the female principal. Some parents do not want the school to be run by a female principal. This statement shows that the students do not respect the principal. 1992) found that black female principals.
Coping strategies for female principals
Some coping strategies related to decision-making
Pillay (2005) argues that the decision-making process is directly related to issues of power, control and responsibility, and therefore to the leader of the organization. At one of the participants' schools, I noticed that the female principal does not make decisions for teachers. This also shows that for the proper functioning of the school, the director shares power and allows the teachers to contribute their opinions in decision-making.
Collegial management strategies
By delegating work to other employees, principals reduce the stress and challenges they face. The participants are aware that some teachers in their schools do not fully support them. In one of the participating schools, I observe how the headmistress delegates duties to her staff.
Some coping strategies related to gender-stereotype
When dealing with teacher and student tardiness, principals believe in talking to the concerned teachers and getting their input on why they are always late. The above statement shows that female principals ensure the smooth running of the school by sitting with the individual and giving instructions where possible. When discussing SGB and parents, the principals mentioned that they told the parents that teachers, parents and students must come together to help the child learn.
Supporting female principals for effective school management …
Female directors do not receive enough support to manage the dual roles of being a mother and a director. The above statement shows that female directors do not have enough support from their families. From the above statements it can be seen that some of the female directors do not have enough support from their staff.
Concluding remarks
This study aimed to explore gender-related challenges faced by female principals in four schools in the Umlazi North Circuit. The purpose of the study was to uncover the challenges faced by female principals when applying for promotion to school leadership and gender-based school experiences, as well as the management strategies female principals use to deal with their leadership challenges and responsibilities. To answer these questions, a qualitative research approach was adopted, using semi-structured interviews and observations with four female principals in four schools on the Umlazi North Circuit.
Summary of the study findings
Female directors also experience negative attitudes from staff and the community because of their gender, due to dominant views that relegate women to subservience, with the view that they are unsuitable for management roles. However, women directors have used different management strategies, namely democratic and collegial strategies, to overcome some of the challenges they face. Gender stereotypes have been proven to be wrong as female principals work against all odds to ensure the smooth functioning of the school.
Limitations of the study
Conclusions
They have the same leadership qualities as men, and they manage schools effectively. Society also expects them to perform household chores as well as schoolwork. Teachers' involvement in decision-making reduces the workload of female school principals, as they are also expected to balance schoolwork and domestic responsibilities.
Recommendations
Policy and practice constraints to greater participation of women in educational governance in South Africa. A survey of teachers' perceptions of female secondary school principals in KwaZulu-Natal. Unpublished MA thesis, Rhodes University Grahamstown, South Africa. During staff, SMT and SGB meetings, how are you dealing with the challenges you are facing.
