Abstract
M.Ed.
This study focuses on the performance of women principals in managing secondary schools. It emphasizes the styles of management and how it impacts on school effectiveness. Furthermore, the study highlights the barriers that hinder women performances especially, gender discrimination against women with regard to filling of senior post in secondary schools. One of the central themes that permeate studies on gender discrimination is the move towards eroding all forms of discrimination against women. Hitherto, women remain a minority gender in terms of management positions in education generally, and in secondary schools in particular. Attempts are made, through the implementation of policy documents to enforce the principle of gender equity. However, certain subtle discriminatory practices remain a barrier between the present state of affairs and a desired situation. This could be due to, inter alia, prejudice, stereotyping, cultural beliefs or even religious injunctions perpetuating women submissiveness.
The amplified awareness of gender politics combined with challenges about gender equity in organizations such as schools remain a thorny concern in educational cycles. Today, women are becoming increasingly aware of the important role they can play in transforming of schools into institutions of excellence. This study has argued that although women may be discriminated against, they do possess essential tools to transform their schools into highly performing institutions. In an attempt to cross-examine the issue of gender discrimination, a qualitative research approach was employed to elicit the perceptions of women principals with regard to their management styles and how it impact on their performance.
The research was conducted at different secondary schools in Johannesburg South district (D 11) of Gauteng. Purposive sampling was used for selection of the participants and the sites. Data was collected by means of individual interviews, supported by relevant research literature. The findings reveal that women principals in secondary schools are competent and do possess the necessary skills to manage secondary school effectively. With the necessary support to develop and enhance their management and leadership styles, women can become successful partners in transforming schools in institutions of learning.