Women in South Africa are discriminated against in various areas of their lives, specifically in
the workplace where the power dynamics between men and women are not equally distributed.
This qualitative research study in a critical phenomenological research paradigm has allowed
me to explore, describe, explain and gain an understanding of the nature of female teachers‟
lived experiences of senior male colleagues‟ exercising of power. It has also allowed me to
critically challenge and question female teachers‟ lived experiences by interpreting and making
meaning or the power conundrum within a school context. Using a qualitative research design
and methodology, I interrogated the power hierarchy in schools by initiating critical dialogue with
the participants. This study serves as a voice for female teachers‟ lived experiences regarding
the power conundrum.
Data was generated by 16 purposefully selected female teachers from various primary and
secondary schools in the Dr Kenneth Kaunda district in the North-West Province, more
specifically the Matlosana area. The data generation phases consist of two consecutive phases
each with different stages. The first phase concerns the photo-elicitation-narratives (written).
This is followed by individual photo-elicitation-interviews during the second phase. The data is
analysed by means of interpretive phenomenology analysis (IPA). Thereafter themes and
categories are identified, and verified during a consensus meeting with independent coders.
Two main themes are identified: Theme one is that female teachers experience power as a
behaviour that has the potential to evoke feelings that are (im)balanced, thus power evokes
feelings of either being nurtured or feelings that are seen as degrading or destructive in nature.
Theme two reflects female teachers‟ suggestions of promoting their own well-being. As wellbeing
evokes a sense of meaningfulness and belonging in the workplace, it can lead to positive
work relationships. When power is misused or abused in the workplace, it results in workplace
bullying and abusive behaviour, which has a negative effect not only on employees‟ work
performance, but also on their personal life and own health. If the detrimental effects of this
phenomenon of power in a school context are ignored, female teachers will continue to
experience loss of self-esteem and work withdrawal, and show signs of increased depression
as well as high stress levels. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/16329 |
| Date | January 2014 |
| Creators | Botes, Wilmarie |
| Source Sets | North-West University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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