The research interest is in the area of leadership and gender, with specific reference to promotion prospects of female educators in predominantly black schools. I seek to establish internal and external factors that contribute to women educators being marginalised. The investigation is carried out in the uMgungundlovu region of the KwaZulu-Natal's Department of Education. This region covers the rural areas of Vulindlela and the urban and peri-urban circuits of Pietermaritzburg. I made use of qualitative methodology to obtain data from a random sample of twenty one out of twenty five deputy principals from the two circuits. This was followed by a detailed interview of seven of the twenty one who formed the purposive sample The central thesis of this study is that constitutional laws which outlaw unfair discrimination and academic qualifications play a subsidiary role in the upward mobility of women. The study will seek to confirm or refute this claim. A major finding in this study indicates that hindrances to promotion among married women include family responsibilities of being mother and wife; disruption of career advancement as a result of husband relocating. Low self-esteem among some women also acts as a hindrance to promotion. However, the more intractable hindrances turned out to be external. Cultural conditioning and tradition both combine to relegate women to domestic responsibilities. There is the issue of unequal power relations between men and women in the work place and, in some instances, the failure to apply anti-discriminatory legislation during interview processes. It therefore made little or difference whether the research was carried out in an urban area like Pietermaritzburg or a rural environment like Vulindlela. Hindrances to female promotion were very similar. This study concludes by suggesting that women should form lobby groups to challenge unfair labour practices. They should also increase their visibility by placing their curriculum vitae in the hands of people of influence. A further suggestion is that they take an active part in professional bodies and publish academic articles. At the school level, they should resist all attempts at being treated in a condescending manner. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

Social discourses and gender equality policies in South Africa has enabled the entry of significant numbers of women into predominantly male domains of educational leadership. In this study, the lived experiences, of four women heads of department in four historically race classified schools in the Durban Metropolitan area, are explored. This study probes the gendered experiences, in which, race and class are inextricably interwoven, as heads of department in commerce and questions the extent to which their leadership positions are a reflection of gender equality. Based on semi-structured interviews with the research participants (black, coloured, Indian and white), this study argues that despite occupying the status of head of department the research participants still assume gender subjective roles. Although, some evidence exists of changing patterns of these women's lives at different stages, the study reveals that the public and private spheres of work and family are not separate entities; they intersect and impinge, with particular implications for the position of women within the sphere of education leadership. The study reveals that despite an overarching discourse of gender equality, discourses of leadership are primarily about gender, race and class structure in the lived experiences of the participants. The gendered experiences overall was such that they inhibited these women from applying for further promotion. In effect, the study shows that these women, irrespective of being educated and occupying positions of leadership, are still in a state of subjugation and male domination. / Thesis (M.Ed.) - University of Durban-Westville, 2002.

In South Africa, one site where women in management are most underrepresented is educational management Equal opportunity for women as a political objective is entrenched in the Constitution of the Republic of South Africa. A gendered shift in educational management is an emerging phenomenon in the province of KwaZulu-Natal. This study explored the experiences of eight women holding education management positions in one region in the province of KwaZulu-Natal through a qualitative case study approach. The research method was the semi-structured interview. The aim was to examine the reasons they entered management, the routes that led them to acquiring the positions, the management strategies they employed, their experiences in a male dominated environment, and their views on the issue of gender equity in educational management. The findings revealed that most of the women had a motivation and drive to progress through the ranks in the profession and enter management positions. This drive appears to be linked to early socialisation of the women and the development of an autonomous, self-controlling identity. In their perceptions of their experiences as managers, findings suggest a high degree effectiveness amongst the women managers evident in the value they place on management strategies such as effective listening and communication, building trust, people centred approaches, team building, and networking. However, participants in the study all alluded to the fact that they still had to deal with the gendered dynamics of organisational life. Men's dominance in educational management and the numerical marginalisation of women remains a hurdle. No matter how career oriented and motivated women may be, they still have to engage with the constant immersion in a masculinist work culture. The findings suggest that the women have to constantly prove their worth, deal with gender stereotyping, and negotiate their private and public roles. All the women in the study suggested the need for women to build networks of support, and for creating more inclusive organisational cultures that reflect a commitment to gender equity. / Thesis (M.Ed.)-University of Natal, 2003.

Prior to the first democratic elections in South Africa , the education system was structured around a hierarchical and bureaucratic style of management. This meant that the control of schools and the decision-making in schools was centralized, and leadership was understood in terms of "position, status and authority" (Grant, 2006). This study intended to look at how this understanding of leadership could have contributed to creating a situation in the education system where female teachers were, and are still not being given the same opportunities to assume leadership positions as their male counterparts. Using semi-structured interviews and questionnaires, two female teachers occupying different post levels, in each of the four schools who had, in their teaching career, expressed an interest to take on leadership roles and who have/have not succeeded and who have experienced/are experiencing challenges in this regard, were asked to volunteer for this study. The interviews were tape-recorded and transcription of the interviews for analysis was done both quantitatively and qualitatively, making use of tables to illustrate numbers and percentages in different aspects in the study, as well as thematic content analysis using the tool of zones and roles as outlined in Grant (2008). Being female they have also experienced a number of challenges in their careers as well as in the areas of being mothers and spouses, and it would seem that these female teachers are still feel ing the strain of what is socially expected of them as mothers and spouses and their desires to advance their careers in what appears still to be a male dominated and patriarchical society, especially when it comes to taking on leadership and management positions in school. The findings in this study have led to the conclusion that for some of these female teachers, teaching was not their career of choice, but are now committed to this profession and are very aware of the gender inequalities in education and the challenges they face as female teachers, and have expressed sincere wishes that this be addressed. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

'Gender imbalances in the school governance' was studied in two schools and amongst community members of Umbumbulu, a rural area, and 60 kilometres from Durban in Kwa-Zulu Natal, South Africa. Data collected from the study reveal that governance structures of the studied schools are male dominated with men holding highest positions and women in middle or lower ranks. The status quo in the two schools is found to be reflective of the Umbumbulu community's cultural beliefs. There are entrenched beliefs regarding which gender should hold management positions, rather than what constitutes and is required for good leadership. The study found that although there are other factors that lead to gender imbalances, the overriding one is the fact that the culture and beliefs that the community subscribes to is highly gendered and stereotypical. In turn policies formulated e.g. selection and hiring policies reflect a low regard for women and practically discriminate against them. It is found that the trend leads to problems, which affect the entire schooling system. Most respondents are aware of the imbalances and are not content with them but do not commit in bringing about change. / Thesis (M.A.)-University of Natal, Durban, 2003.

This study explored the lived experiences of a selected group of women principals in Umgungundlovu district. In South Africa women constitute the majority of the teaching force and yet school principals are predominantly men. Literature showed a number of barriers that prevent women from being in leadership positions. These barriers included social-cultural factors, societal expectations as well as women’s perceptions of themselves potentially being in positions of leadership. An attempt was made to investigate how women principals’ lived experiences could shed light on the reasons for their under-representation in positions of educational leadership. A qualitative phenomenological study was used to generate data guided by two research questions. The data was collected from three women school principals in the Umgungundlovu district and they were interviewed in their natural settings in this case, their schools. The findings of the study revealed that women principals encounter many challenges as they begin their careers as principals as a consequence of resistance from the staff, as well as in their efforts to balance their home and work lives. In order to cope with these demands, the women had to network to make sure they have a support system; collaborating with both staff and learners also assisted in meeting the requirements of their positions. In leading their schools they utilised a caring approach to the staff and the needs of the learners. Their major achievement was being able to work as team. In understanding the lived experiences of these women primary school principals of the UMgungundlovu District, six themes emerged. These themes are: first experiences as initially challenging; work and home conflicting demands; networking as a way of dealing with challenges; the need for spirituality as a way of coping with these challenges; mothering and collaboration as a way of leading. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.