There is unequal treatment of female and male school principals, whereby male principals are respected and trusted more than female principals. This study is focused on strategies that can be employed for the appointment of females as gender equality is emphasised in the workplace. The study revealed that (a) females are promoted as principals but at primary schools as their management skills are undermined for them to lead secondary schools, (b) lack of support from the family structure which forms the root of gender stereotyping and in the workplace, as workshops are not continuously offered for staff development and (c) lack of confidence in female principals because of inadequate qualifications. This study used the qualitative study method whereby semi-structured interviews were conducted with three purposively selected participants – a male principal, a female principal and a male circuit manager. Participants shared a common view that if females were supported enough, they would make great principals – they have got potential. Moreover, strategies were outlined that can support female principals as (a) campaigns that advocate gender equity in the workplace focused on addressing men, (b) Continuous Professional Development offered by the Department of Education that will enhance the skills and knowledge of principals and (c) formation of Professional Learning Communities that would help groups of principals with shared information, challenges and strategies. Further research should be conducted on how the identified strategies could be implemented for the balancing of gender equity in the workplace and this would need participants from the offices of the Department of Education.
Keywords: Culture, discrimination, feminism, gender equality, leadership, secondary schools, stereotype
- Gender equity strategies for the appointment of women principals in South African Secondary Schools
- Molebogeng Nelly Mohlala
- P.K. Triegaardt
- University of Johannesburg; Master of Education (M.Ed.)
- Master of Education (M.Ed.), University of Johannesburg
- 9944907907691
- University of Johannesburg
- Department of Educational Leadership & Management; Faculty of Education; University of Johannesburg
- English
- Thesis