The current situation in South-African education warrants a rethink on how we use our leadership expertise and skills. It is a statistical fact that women are under-represented in positions of educational leadership in our schools. Society needs to acknowledge that all our resources must be utilised: women being one of our major resources in the field of education. Experiences from this study show that there are many intrinsic and extrinsic barriers to the progress of women in educational management. These barriers amount to beliefs, assumptions stereotypes, socialisation, organisational constraints and value systems. These beliefs and assumptions have cast women into teaching roles rather than educational leadership roles. The cxpenences of the women principals who were involved in this study suggest that women have the capacity to manage effective schools. Furthermore, these women have the willingness and desire to involve all stakeholders in the process of education. The data indicates that it may be worthwhile to start professional and educational training programmes to empower women to take their place in school leadership. Training sessions need not only to bring women to consciousness but, also to critically analyse these barriers and constraints. An awareness of these imposed limitations will give rise to improved practice and self-driven professional development. / Educational Leadership and Management / M. Ed. (Education Management)

The current situation in South-African education warrants a rethink on how we use our leadership expertise and skills. It is a statistical fact that women are under-represented in positions of educational leadership in our schools. Society needs to acknowledge that all our resources must be utilised: women being one of our major resources in the field of education. Experiences from this study show that there are many intrinsic and extrinsic barriers to the progress of women in educational management. These barriers amount to beliefs, assumptions stereotypes, socialisation, organisational constraints and value systems. These beliefs and assumptions have cast women into teaching roles rather than educational leadership roles. The cxpenences of the women principals who were involved in this study suggest that women have the capacity to manage effective schools. Furthermore, these women have the willingness and desire to involve all stakeholders in the process of education. The data indicates that it may be worthwhile to start professional and educational training programmes to empower women to take their place in school leadership. Training sessions need not only to bring women to consciousness but, also to critically analyse these barriers and constraints. An awareness of these imposed limitations will give rise to improved practice and self-driven professional development. / Educational Leadership and Management / M. Ed. (Education Management)