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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/644 |
| Date | 01 January 2003 |
| Creators | Pillay, Senthmaria |
| Contributors | Van der Linde, C.H. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource ([xxiv], 208 p.) |
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