This study seeks to investigate factors influencing gender representation patterns in educational
leadership positions in high schools around Phokeng. In South Africa and some other countries,
teaching in schools remains a profession where women are highly represented, but women continue
to be under-represented in educational leadership p9sitions. Male over-representation in the
leadership and management of educational institutions is internationally known and documented and
persists despite the availability and implementation of gender equity acts and policies.
The study used the case study approach, underpinned by feminist theory to investigate factors that
influence gender representation patterns in high schools around Phokeng. Semi-structured interviews
and open-ended, qualitative questionnaires were used to collect data. A total of 12 purposefully
selected participants were included in the study: four principals, four deputy principals and four
heads of departments.
Data was collected on the following areas: The nature and extent of gender representation patterns in
educational leadership positions; possible reasons for the current gender representation patterns in
educational leadership positions in high schools in areas around Phokeng; strategies that can be
applied to address the current gender representation patterns in order to suit gender equity concerns in
education.
The findings reveal that women represent a high percentage of employees of the education system,
but women continue to be under-represented in educational leadership positions. Furthermore, the
study found that gender stereotypes, family responsibilities, low self-image and self-esteem as well as
lack of confidence are some of the reasons for under-representation of women in educational
leadership positions. The investigation also established that the implementation of the Employment
Equity Act and similar policies should be intensified in all educational institutions as one of the
strategies to close the gap of under-representation of women in educational leadership positions.
The main recommendations emanating from the study are that women teachers need training to equip
them with appropriate knowledge and skills; therefore they should be capacitated to improve their
self-image, self-esteem and should acquire strategies to balance their family responsibilities with
their work life. In that case, society can improve its perception about women, practical affirmative
action strategies could be employed to improve the representation of women in educational
leadership and to promote non-discriminatory working relationships and respect for diversity in a job
situation. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2013
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/16103 |
| Date | January 2013 |
| Creators | Mautle, Herman Boiki |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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