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This study investigated problems experienced by women re-entering into the education profession by focusing on: • The nature and scope of re-entry by women into the education profession; • the features and problems experienced by women on re-entering the education profession; • the problems women educators experience on re-entering the education profession in the North West Province. To achieve these goals, both an empirical survey and a survey of literature was conducted. The study of literature was undertaken consulting primary and secondary sources. After the problems experienced by women re-entering into the education profession were established and discussed, a questionnaire was drafted. From the review of literature, it appeared that the problems experienced by women (i.e. re-entry women) were problems within themselves, in the career and society, as well as problems in the work situation and on management level. A systematic sample was used in which women educators of secondary schools in the North West Province were involved. The empirical investigation indicated that women educators have problems when they re-enter the education profession after a period of absence and that certain problems should be addressed. Problems of high priority are related to the category of problems within women. The categories of problems within the career and the society were indicated as problems of high priority. A problem of low priority for women educators appears to be the role of family caregiver for elderly, sick or disabled relatives who live either in the educator's home or nearby. Also, the age of re-entry women seems to be no problem for re-entry women educators. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are the provision of childcare facilities such as after-school care, holiday play-schemes, workplace nurseries and an increase in maternity benefits, and the introduction of paternity and childcare leave. The creation of promotion opportunities for women who aspire to educational management positions is also an important recommendation. All women, including re-entry women, should be treated fairly when applying for posts. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

This study investigated problems experienced by women re-entering into the education profession by focusing on: • The nature and scope of re-entry by women into the education profession; • the features and problems experienced by women on re-entering the education profession; • the problems women educators experience on re-entering the education profession in the North West Province. To achieve these goals, both an empirical survey and a survey of literature was conducted. The study of literature was undertaken consulting primary and secondary sources. After the problems experienced by women re-entering into the education profession were established and discussed, a questionnaire was drafted. From the review of literature, it appeared that the problems experienced by women (i.e. re-entry women) were problems within themselves, in the career and society, as well as problems in the work situation and on management level. A systematic sample was used in which women educators of secondary schools in the North West Province were involved. The empirical investigation indicated that women educators have problems when they re-enter the education profession after a period of absence and that certain problems should be addressed. Problems of high priority are related to the category of problems within women. The categories of problems within the career and the society were indicated as problems of high priority. A problem of low priority for women educators appears to be the role of family caregiver for elderly, sick or disabled relatives who live either in the educator's home or nearby. Also, the age of re-entry women seems to be no problem for re-entry women educators. Certain recommendations are made on the basis of the empirical investigation. The most important recommendations are the provision of childcare facilities such as after-school care, holiday play-schemes, workplace nurseries and an increase in maternity benefits, and the introduction of paternity and childcare leave. The creation of promotion opportunities for women who aspire to educational management positions is also an important recommendation. All women, including re-entry women, should be treated fairly when applying for posts. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001