Abstract
Women leaders are vital in education, administration, health and entrepreneurship at local, national and global levels. Schools remain micro-organisms of broader societal dynamics. This qualitative study explored the experiences of female leaders’ advancement into senior management roles within secondary schools, focusing on understanding the challenges, opportunities and factors influencing their career advancement. Drawing on feminist theories as a theoretical framework guiding the process, the study explored the interplay of gender, race, sexuality and religion. Semi-structured and focus group interviews were conducted with seven purposively selected participants capturing the nuanced perspectives and lived experiences of female leaders’ advancement into their educational leadership positions. A thematic analysis was used to analyse the data collected for the investigation. The analysis found that organisational cultures, societal views and perceptions, personal preferences and aspirations facilitate or hinder gender diversity and inclusion in educational leadership. By employing qualitative methods, this study contributes rich, contextualised insight that can inform evidence-based strategies for promoting gender equity and inclusive leadership practices within secondary schools in Mpumalanga.
Keywords: Female Leadership; Feminism; Gender Diversity; Gender Equity; Intersectionality; Secondary Schools