Factors contributing to female educators' underrepresentation in school management positions in Lulekani Circuit, Limpopo Province, South Africa (original) (raw)
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Barriers to Women's Promotion in Primary School Management Positions
The teaching profession is dominated by female educators. However, the irony is that most top school management positions are currently occupied by male educators. Unfortunately, most researches dealing with the issues of under-representation of women in management position tend to focus on gender differences. Less or no attention has so far been paid to the fact that most school management positions, and thus most schools staff selection committees are dominated by men. The objective of the present research is to find out whether the perception on women under-representation, is in any way affected by the fact that respondents in this research are occupying school management positions or not. The research question guiding this study is: to what extent does holding a management position affect the educators' perception on the causes of under-representation of women in school management positions? The research methods employed to emerge with data relevant for this study were primarily literature review and interviewing technique with 20 primary educators systematically and purposefully selected from five public primary schools in the Lulekani Circuit, Mopani District, Limpopo Province in South Africa. The findings indicated that occupying school management positions influences the respondents' perceptions on some factors but gender seems to be the main cause of these observed differences in others. The complex and contradictory nature of these findings justify the need for further studies around the gender equity at secondary schools.
versity. Manuscript Info Abstract Manuscript History: Received: 12 November 2013 Final Accepted: 26 November 2013 Published Online: December 2013 Key words: Leadership Representation Schools Factors Positions Women still hold fewer positions of responsibility when it comes to leadership in organisations such as schools in most developing countries (Johnson, 2010). In Zimbabwe, the government has put in place policies that encourage and promote the elevation of women into top positions of leadership. For example, it promulgated the National Gender Policy in 2004 to promote the advancement of women in all sectors (National Gender Policy, 2004). This was a result of the realisation that women constitute 52% of the population and yet, in terms of representation in leadership positions across all sectors, they constituted less than 30% (Makoni, 2011). A study of women in educational leadership positions in education undertaken by Brown and Ralph (2006) indicated that women were making little progress in achieving equity with men in attaining leadership positions. Ozigi (2004) observed that the education system still remains overwhelmingly male at the top levels with a few females in positions of authority in most countries. As Evetts (2009) lamented, “leadership positions in the education sector still remain the men‟s club to some extent.” Against the background of a literature review which examines representation of women teachers in leadership positions, this article draws on a qualitative inquiry of factors contributing toward the low representation of women in leadership positions in a small sample of 30 teachers and heads of schools from the Nkayi North West Circuit in Nkayi District in Matabeleland North in Zimbabwe, selected by means of purposeful sampling. The research adopted a qualitative methodology using a case study design. Data were gathered by means of semi-structured interviews using an interview guide. Views of the respondents were audio-taped, transcribed and became the primary data for analysis. The findings indicated that there are many subtle barriers that hinder the elevation of women into senior leadership positions. The government has promulgated very positive policies for women advancement and yet has ignored the cultural and social practices that negate women advancement. The study also revealed that there are few women teachers with the requisite qualifications to take up leadership positions. The study recommends that women should be conscientised about policies put in place by the government for their advancement in the work place and women should be encouraged to study to attain higher qualifications for eligibility for promotion.
The discrimination against women in managerial position in Soweto senior secondary schools
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This study focuses on the factors that prevent female teachers from occupying positions of senior management in senior secondary schools. These factors are seen as contributing to gender discrimination in the teaching profession, which is dominated by females. The study established that female teachers are discriminated against when being considered for promotion to positions of power and decision-making. Hence their under-representation in such positions (although it is not suggested that this discrimination is deliberate). Strategies are taken by the Gauteng Department of Education to eradicate gender discrimination. These strategies are not as effective as envisaged because those administering them are still holding onto patriarchal perceptions in as far as women and managerial positions are concerned. However, in some cases, women have been reported to be their own enemies as they tend not to support each other.
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We investigated and analysed the factors that women teachers consider as barriers to their advancement to headship positions in Zimbabwean primary schools. Specifically, we sought to identify the factors perceived by women school heads to be causes of persistent under-representation of women in school headship positions. Data were collected through structured face-to-face interviews and focus group discussions with 13 experienced women school heads. The findings revealed that although the majority of the women teachers in the study sample were qualified for promotion to school headship positions, they had not attempted to apply for them. The majority of the women teachers in the study sam ple were adequately qualified for prom otion to school headship positions. Indeed, a large number of them either had a university degree or were pursuing degree studies and also had extensive experience. But most of them had not attempted to apply for school headship and hence were still class teachers. Gender stereotypes were shown to be one of the major causes of persistent under-representation of women in primary school headship. The influence of gender role stereotypes was found to manifest in the form of low self esteem; lack of confidence; women's perception that their role in the family overrides all other roles; and lack of support from the home and the workplace.
When The Headmaster Is Female: Women's Access to Education Management Positions in a Rural Setting
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The qualitative study explores subjective experiences and perceptions of rural African women principals drawing on gender as an analytical lens. It focuses on the accounts of six secondary school women principals from the Limpopo Province, South Africa. The main aim of the study was to understand how women came to be principals and it examined the complexities that face them. Data was mainly collected through semi-structured interviews. The results indicate that women in managerial positions are still underrepresented. They still feel disempowered in a patriarchal society. The paradox though is that even the few who access managerial positions are not able to utilize the feminine qualities necessary for effective management and leadership. In their quest to be meticulous managers they adopt masculine managerial styles. These are some of the undercurrents that create obstacles to women‟s access to managerial positions. The article concludes by highlighting how the few women managers can use their innate supervisory abilities to steer their organizations to success.
Gender, Culture and Exclusion of Women in Educational Leadership
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Generally women are the majority in the teaching field especially in primary schools, yet they constitute the least number in positions of authority within the education system. This article examines, the underlying reasons for this under representation of women through a gendered analytical framework, focusing on an empirical research of women deputy heads that was conducted in one of the provinces in Zimbabwe using qualitative interviews. Despite efforts to increase the representation of women in school leadership positions, their numbers have remained very low. Research that I have conducted in the last ten years do show that gender roles, culture and gender relations influence women’s rise into leadership positions. Arising from these observations are questions such as: why do women’s numbers in managerial and leadership positions continue to be low? What messages do women aspiring for leadership positions get from their female counterparts who act as their role models? The issu...
Kenya. The study was guided by socialization theory to hierarchical gender prescriptions which gave three distinct theoretical traditions that help, understand sex and gender. Descriptive survey was adopted for the study and the study used both quantitative and qualitative techniques. The study employed stratified sampling, simple random and purposive sampling. A sample of 105 respondents from 10% of the target population were used where 2 Municipal Education Officials (TAC tutors), 8 head teachers, 80 teachers and 15 committee members were purposely selected for the study from 15 public primary schools randomly selected in the Municipality. Data were collected using questionnaire and interview schedule. The questionnaire was administered to teachers and committee members, whereas interview schedule was administered to head teachers and TAC (tutors). Data were analyzed using both descriptive and inferential statistics. Frequencies, percentage and Chi-square (x²) were employed in the analysis. It was established that women were not discriminated against in headship position but other obstacles, like unfair promotion procedures, gender stereotyping and rigid career path ways hinder women most. The author recommends that the educational policy should provide equal opportunity for male and female and that the conditions required in the appointments and recruitment should ensure that they eliminate discrimination. The study is significant to female teachers in headship positions as it calls for the need to improve on their roles as mentors to other young female teachers in the profession. It also contributes to the ongoing studies on the place of women in leadership and development.
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In South Africa, women are at a high risk of discrimination and opposition to authority when they obtain leadership positions, especially in education (Gouws & Kotze, 2007). The purpose of this study was to inquire into 10 secondary school educators' perceptions of female principals' effectiveness in two South African schools. Qualitative case study research methodology included interviews, as well as participant observations and semistructured interviews. These interviews were conducted within two school settings in South Africa. The participants were teachers, department heads, and deputy principals. When the data were analyzed, it was found that all participants wanted a leader who was transformational and there was a strong preference for those who had feminine traits. This research showed the strong desire for transformational leaders as well as how feminine characteristics are not only starting to become more accepted, but also are now becoming preferred.
All rights reserved. No part of this document may be reproduced, stored or transmitted in any form or by any means, including photocopying and recording without the written permission of the author or the University of Zambia. iii DEDICATION This work is dedicated to my beloved late sister, Linda Tamika Mwalwanda, for her encouraging words of thriving hard in life and reach all higher heights to give our mother, Ms. Linda Chimfwembe, hope, and that the road may seem long and impossible most times but that should not wear me down because all things work for good......one day I will pose to remember and my heart will sing that a 'heartache now is but a stepping stone'. Continue to Rest in Eternal Peace, you are greatly missed.