Studies on women principals and leadership have been conducted in both developed and developing countries. Not much research on women leadership has been undertaken in Sekhukhune region in rural Limpopo, South Africa. The study’s interests were in the representation of women in leadership in this region. It sought to explore leadership experiences of women principals working in secondary schools in rural areas. In addition, the study sought to understand what led to their appointment, particularly in a deeply traditional and patriarchal society such as Sekhukhune region, considering both barriers as well as enhancers and how they impacted on their progress to principalship. Data were collected by means of qualitative methods; semi-structured interviews were held with six women principals from public schools only. Structured observation was also conducted during school visits, as well during interviews wherein field notes were also taken. School documents such as SGB and minute books, some policy documents, noticeboard documents, time-books, attendance registers were analysed. Existing literature on women and leadership was reviewed. Data collected was transcribed, analysed, interpreted, and findings were presented. Women principals spoke of their everyday work experiences within the context of sharing challenges and strengths in their careers. The study found out that women are their own motivators, which serves as a strong enhancer. However, women still face organisational barriers particularly in the selection procedures where gender discrimination is evident. Findings revealed that women principals continue to face myriad administrative and personal challenges when caring out their managerial duties. These include resistance from communities and staff often displayed by stereotypical attitudes and discrimination. In order to cope with some of the challenges, participants in this study innovatively employed various leadership styles such as care and nurturing, collaboration, androgyneity and spirituality. Stereotyping still exists as leadership is viewed from a male perspective. In conclusion, this study discovered that women principals displayed some values of liberal feminism in their leadership experiences; they demonstrated that they can do great things by taking part in the public sphere. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)

The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.

The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies. The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders. / Educational Management / M.Ed.

Mathematics Education / M. Ed. (Mathematics Education)