Research Report submitted to the School of Education, University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the Degree of Master of Education. February 2016 / This study explores the experiences of two women principals in leading suburban co-educational high schools in Gauteng province, South Africa. It sought to explore and understand the experiences of two women principals and their leadership roles through the consideration of their challenges, their successes and their leadership styles as demonstrated in their school contexts. Gender and leadership is an area which remains under-researched in both the South African and the national and international educational leadership fields (Faulkner, 2015; Moorosi, 2010 & 2012). Also in South Africa there is very little knowledge of the experiences of women leading suburban co-educational high schools formerly known as Model C schools (Lumby & Heystek, 2011). This context is particularly interesting and important considering the dramatic change in demography of these schools after 1994, which impacts upon how women principals, in particular, experience and lead these diverse schools and their very diverse communities. As the schools now have heterogeneous ethnic and cultural populations, principals face many different challenges in leadership. In a very patriarchal and traditional culture, which typifies South Africa, it was considered an important aspect of the research to understand the experiences of women specific to these under-researched school contexts. The research methodology chosen as the most appropriate is a qualitative, interpretivist approach which uses a case study. The two high schools in the case study were purposefully sampled because they were led by women and they were former Model C schools in Gauteng, to the west and north, which under the apartheid regime served only white learners and communities in former affluent white suburban areas. The participants in this study were the two women principals of the two suburban schools. The research instruments chosen were a semi structured questionnaire, loosely based on Coleman’s questionnaire from her study of UK head teachers (2001), and follow-up probing interviews to gain more in depth responses to key areas of interest. The research was underpinned by a theoretical framework that contends that context plays a significant role in the two women’s experiences and how this might impact upon challenges to their leadership as women, (Christie & Lingard, 2001). Cubillo and Brown (2011) posited in their research that context is critical to women’s experiences of leadership, even more than is the case for male leaders. Evidence from the data collected and analysed in addressing the research questions shows that the two women principals were negatively affected by entrenched patriarchal attitudes within the communities they served. Contexts of former Model C schools played a pivotal role in the two women’s experiences as they employed the leadership styles they considered as the ones that best fitted the situations imposed by diverse ethnic and cultural communities. The misconception about former Model C schools, as still being sites of affluence and privilege, also contributed to their challenges, given the demographic changes that contradict this assumption. Despite these challenges, the two women remained strong with the determination to lead successfully ‘against the odds’ (Coleman, 2001). Family support, work experience, qualifications, confidence and their leadership styles also contributed to their success. This study recommended the need for further research through a longitudinal and wide ranging study of women’s experiences of leadership and specifically on the nature of leadership in these under-researched co-educational former Model C high schools. Keywords Gender and leadership, Principalship, South African High Schools, Discrimination, Patriarchy, Glass Ceilings and Walls,

Relying on the standard conventions and techniques of life-history methodology in the Social Sciences, this study explores the professional or career histories of selected women principals in the EThekwini region. The study examines the relationship between gender and self-portrayal on the one hand, and gender and school leadership, on the other hand. Thus the central focus of the study is on the different ways in which women principals define themselves and are defined by others, especially their colleagues and the communities served by their schools. The study also looks at the ways in which key management structures such as School Management Teams (SMTs) and School Governing Bodies (SGBs) deal with the issues relating to gender equality in school leadership, management and governance. The dissertation also tackles the· complex relationship between private (personal) and professional identities and how these are constructed and continually re-constructed within the context of school management and leadership. The study is recognizably qualitative in orientation and therefore does not set out to formulate general principles about gender and school management. Instead the intention is to gain some insight into the relatively unique lives of individual women managers in education. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2005.

M.Ed. (Educational Management) / This study is part of the SANPAD (Southern African Netherlands Partnership for Alternatives in Development) research project. It seeks to answer the research question, how do women principals experience curriculum leadership at schools in disadvantaged communities in the Gauteng East District? The dawn of South African democracy gave rise to many changes and awoke many dormant issues, one of which was the issue of equity in the workplace. This extended into the sphere of education. There are many women who have managed to penetrate this equity barrier and reach positions of leadership in schools. I conducted this research at three schools, which are located in disadvantaged communities in the Gauteng East District in Gauteng Province in South Africa. For this qualitative research I used observations and semi-structured interviews to elicit data from the participants. During the analysis of this data the following themes emerged: (1) exercising a successful leadership style; (2) the principal as a curriculum leader; (3) socio-economic profile of community and its impact on curriculum; (4) striking a balance between family and school and (5) stakeholder participation and support. This study reveals that women principals continue to experience challenges within school; from the community outside school and in their personal lives. Stereotyping still exists, especially in communities where men are still privileged over women. Women principals need a support structure to persevere as curriculum leaders. This research project concludes with suggestions and recommendations for future research.

There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.

M. Ed. (Educational Management) / Please refer to full text to view abstract

Dissertation submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration at the University of Zululand, 2003. / The purpose of this study has been to determine the challenges facing female managers in the schools that they manage in the Emondlo circuit of the Nqutu district. Literature, strategies and models were used to determine empirically how the female managers manage their schools effectively. Little has been documented about the challenges facing female managers in the new dispensation in South Africa. In addition, little attention is paid to support them in their management roles in schools. In this study, a self-administered questionnaire method was used to gather data. A 31-item questionnaire was developed to determine the perceptions of respondents regarding the challenges facing female managers at Emondlo circuit. A random sample of 11 schools managed by females were chosen. In each school, the questionnaire was filled in by the female school manager only. The empirical investigation conducted revealed that the female managers experienced problems including discipline and absenteeism among both educators and learners. The study also revealed that some of them lacked relevant management skills and knowledge. The study finally revealed that some female managers have greater barriers to overcome than their male counterparts and that discrimination is a major obstacle to their advancement. Finally, conclusions were drawn with regard to data gathered from the literature as well as from empirical research findings. In this study, some recommendations are made with regard to research findings. It was found that workshops, staff development programmes and seminars are some of the best strategies in helping the female managers to perform their duties effectively.

Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This research focused on the experiences of female principals of co-ed high schools in the Western Cape. It investigated the path that their careers followed from the decision to become a teacher to ultimately being appointed as a principal and then having to lead the school. It further investigated the personal, organisational and social factors that were influential along the way. In addition, it probed the motivation and drive behind their career choice as well as the barriers and challenges encountered along the way. The researcher interviewed nine female principals. They were asked to tell their life story, with emphasis on their career route thus far. Key questions were asked, focusing on the motivation behind their career choice, whether they had been actively prepared for promotion and how their appointment was received. The interviews were transcribed in order to prepare them for data analysis. Any content that recorded experiences that contributed to their growth and development in teaching was coded accordingly. This produced a spectrum of codes. The codes were then placed into a diagram and grouped together, based on their meaning and implications. Identified groups included education and training, self-belief, work-life balance, mentorship, support and the stereotyping of women. The interconnectedness of the group was considered, together with their collective impact on the individual principals’ career route. The research findings indicated that the career route of the principals was determined by various factors on a personal level as well as on organisational and social levels. On a personal level, qualifications obtained and the influence of parents, family and own teachers played a role. This was critical in preparing the individual for the career path that was to follow. On an organisational level, opportunities taken, work ethic, mentorship and gender barriers were factors encountered. On a social level, the stereotyping of women and the changing family structure were factors that had to be contended with. Once appointed, it was found that the support from family, colleagues and learners contributed to their success. It emerged that the potential of these women had been identified early on in their careers and that they gained confidence when they were granted opportunities to learn and grow. To become a principal was in most cases never their intention but something that developed as they went about doing their work with commitment and diligence. Throughout, it remained a priority for them to invest in the lives of learners and the greatest joy was derived from seeing learners develop into young adults who were contributing to society.

xii, 99 leaves / This study is concerned with the secondary school female principals in Kone-Kwena Cluster. It is undertaken to establish the challenges and success experienced by these female principals as they lead and manage secondary schools. The study also sought for the strategies on how to enhance their leadership and management roles. The researcher reviewed the existing literature on female leadership and management roles. The data were collected by means of both qualitative and quantitative methods. Interviews were conducted with ten (10) female principals and questionnaires were administered to forty (40) teachers who were selected from the staff members of these principals. Quantitative data analysis was done using Statistical Package for Social Science (SPSS). Qualitative data analysis was done thematically through organising it by separating it into a few workable units which were coded, described, categorised, and then developed into a pattern. Data collected was triangulated to seek convergence and corroboration of the results from the two methods. The findings were presented in rich descriptions, which also included anecdotes from participants. The key findings revealed an increase in the number of female principals in Kone-Kwena Cluster but there is still underrepresentation of female principals. The number of female principals is less than half of the male principals. The underrepresentation is revealed that it is due to female teachers’ reluctance to take up leadership positions, as was evidenced by their lower qualifications. Challenges such as lack of confidence, role conflict, stereotypes, negative teacher attitudes, lack of organisational support, and lack of succession plan, induction and mentoring programs for new principals were also revealed in the study as major contributory factors. The study revealed that female teachers’ participation in promotional positions can be enhanced by offering institutional support to female teachers, mentoring and further training and development.

This thesis examines South African policies addressing gender inequality in education management, and interrogates whether or not these policies made a difference to the career route of women principals of secondary schools. The under-representation of women in education management has been a long observed problem in many countries including South Africa. A number of initiatives have been put in place to address this issue but little improvement is seen in the South African situation in education management. The purpose was to understand why women are still under represented in school management and to learn from their experiences. The study used data from three sources. Firstly, policy documents and practices were analysed in terms of their symbolic, regulative and procedural functions. Secondly, the personal accounts of 28 women principals in KwaZulu-Natal who had been appointed after 1994 were collected through the use of extended interviews, and thirdly, interviews were conducted with key officials and members of School Governing Bodies that had participated in the selection of principals. The data generated were analysed at two levels in order to understand the factors constraining the participation of women in education management. At the micro level, I use the 'management route model' as an analytical framework that identifies the three phases women principals go through in their career route, namely anticipation, acquisition and performance (van Eck and Volman, 1996). The model reveals that factors influencing women's career paths into management are very complex and based firstly on the individual agency where women grapple with more internal issues such as professional qualifications and experience, aspirations, lack of ambition and family responsibilities. Secondly, these factors are at the organisational level where women suffer discrimination at the recruitment and selection processes, and lack of institutional support through mentoring and sponsorship. Thirdly, it is the social level, which involves the cultural discourses in which women operate. These discourses include sex role stereotypes that inform the social expectations about the role of men and women in society. On the macro level, I use feminist theory to interpret and understand the women's experiences and findings in general. The findings reveal that policy interventions put in place since 1994 to close the gender gap were mostly informed by liberal feminism that focused on affirming women in order to gain access into the school management without tackling the social practices that are defined by sex role socialisation and which therefore continue to work subtly and insidiously towards the discrimination of women. I conclude that although the liberal feminist interventions that have been put in place have been useful to some extent, the problems impeding women's full participation in education management cannot only be tackled at a policy level because this attempt leaves the most problematic social practices intact. However, I argue for policy and legal intervention as a starting point to combat the gender crisis in a society that has inherited so much inequality. While I acknowledge that women of all races in South Africa have all been negatively impacted upon by the historical and traditional values and expectations on the role of women and men in society, I argue that the situation has been worse for women of the Black African race, who suffered dual oppression in terms of gender and race. The study proposes the need to look beyond provision of legal and democratic reforms and more into social practices that prevent legal reforms from reaching the desired goals. Social structures and cultural practices that hamper the greater representation of women should be dealt with in order to allow women freedom to participate in discourses where their choice is not informed by gender subordination. / Theses (Ph.D.)-University of KwaZulu-Natal, 2006.

MGS / Institute for Gender and Youth Studies