Abstract
South Africa experienced deep discrimination, segregation and power struggles before 1994 (Ngcobo, 2015). This era was known as Apartheid. Women were not seen as equal, nor were they given equal opportunities. Hence, women held the least number of managerial or principal posts in education. Segregation and the status of men and women differ around the world. Countries such as the United States have undermined women by minimising their leadership positions in schools (Makgoka, 2016; Ngcobo, 2015). In South Africa, they were not allowed to work or gain independence (South African history online, n.d). This caused a conflict of roles between males and females that is still apparent today. Female principals must constantly prove that they are worthy and capable of their title. Their journeys are filled with challenges that the opposite gender may not necessarily experience.
Democracy in South Africa was attained in 1994 and this is when drastic changes were made. Gender Equity (CGE), Act No. 108 of 1996 (Department of Education, 2000) was one of the initial acts initiated by the government of South Africa to change the dynamics of the power struggle between men and women and to encourage equality. New laws, policies and legislations were introduced. These included the Employment of Educators Act (No. 76 of 1998), the Employment Equity Act (No. 55 of 1998) and the Labour Relations Act (No. 66 of 1995). These laws, legislation and policies were developed to address the imbalances of the past and treat all citizens of South Africa equally (Philliah, 2016). Although South Africa has moved away from the Apartheid era to a democratic one, gender inequalities against women still exist within the leadership and management sector, limiting growth and leadership opportunities for women (May 2016). Women who now hold principal positions are still constantly questioned, undermined and compared to their male counterparts (Alli, 2020; Ngcobo, 2015).
In retrospect, there has always been a clear distinction between males and females. A leader is ‘superior’ and ‘masculine’ (Gipson, Pfaff, Mendelsohn, Catenacci, & Burke, 2017). The title of a leader was automatically given to a male. A female is seen as inferior and as a mother figure and is expected to be a housewife and caregiver, and one who respects and obeys males. Unfortunately, gender stereotyping, inequality and
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traditional and social influences have, over time, strengthened this belief about who takes the role of a leader (Moyo, 2021). Female school leaders fight a constant battle to receive recognition and be presented with equal leadership opportunities. Female leaders are criticised for being soft-natured, motherly, caring and lacking physical strength. There is often hesitation to appoint a female as a leader due to her maternal duties and the assumption that her maternal duties and work duties cannot be balanced (Zheng, 2018). Therefore, the ideal description of a leader is one who has physical strength and does not allow empathy and sympathy to cloud their judgement or influence their decision-making processes (Komiti & Moorosi, 2020). Gender discrimination, striking a balance between home and work, the pressures and societal traditions and the stance on the status of women are among the challenges that female principals must face and overcome to progress and thrive (Aman, Muhammad, & Batool, 2021; Komiti & Moorosi, 2020). Female leaders are constantly second-guessed and undermined. A female is expected to bear children, care for, clean, cook and be obedient to her male counterparts – hindering their growth and development and therefore status (Babic & Hansez, 2021). Female principals navigate through hardships and challenges by using their coping mechanisms. These coping mechanisms range from spirituality, to practicing systematic administrative skills such as transparency, and organisational and planning skills. In addition, interpersonal skills promote trust, harmony, and cooperation in the school environment (Gonaim, 2018). Therefore, this study explores the challenges that female principals encounter in their leadership roles...