Abstract
M.Ed. (Educational Management)
The focus of this study is to investigate strategies employed by females in school
leadership in disadvantaged communities in South Africa. Disadvantaged
communities in the South African context have arisen from a patriarchal and
prejudicial system that was structured according to race, class and gender.
Currently, many South African educational institutions bear the residue of this
prejudicial system. This research will explore how female leaders in four
disadvantaged primary schools in the Johannesburg North District navigate through
the challenges of leading in a disadvantaged as well as patriarchal context. A
specific emphasis has been placed upon feminist literature and debates in the
context of female leaders. Discourse analysis is utilised to interpret the experiences
of the female leaders.
Analysis of recorded data on challenges facing females in school leadership in
disadvantaged communities revealed themes on stereotyping of women,
collaboration and liaison with stakeholders, leadership traits of women, the social
stigma associated with schools in disadvantaged communities, women and
emotional intelligence, women and conflict resolution.
Themes on balance between family and school, opposing gender discrimination,
networking with stakeholders, overcoming stereotypes emanated from the strategies
employed by females in school leadership to overcome barriers in disadvantaged
communities.
The study reveals that in spite of significant gains since the implementation of
favourable legislation on gender equity, women in school leadership continue to
experience challenges within schools, from the community and in their personal
lives. Stereotyping prevails especially in communities where patriarchal systems
dominate. The research concludes with suggestions and recommendations for future
research.