Abstract
The conceptual framework that served as the foundation for this research study is based on the assumption that women leaders encounter barriers in managing schools effectively. Expectations for women in leadership positions are substantially different. Accepting the job of principal appears to have a negative effect on women in terms of marriage and family because women’s leadership in secondary schools is frequently questioned. People used to the “masculine” dictatorial approach may perceive women leaders as being too soft or weak and believe that men are better suited to hold the reins of power.
This study aimed to explore women leaders’ experiences and challenges and how these become barriers to effective management in North West secondary schools. It also aimed to assess the support provided to women school leaders and to recommend better ways of dealing effectively with women leadership in schools. This qualitative study fills a gap in the literature by allowing these women to contribute to the body of knowledge by using the feminism theory, sexual difference theory and patriarchy perspective theory as a framework.
Data was collected about the lived experiences of each participant through questionnaires and semi-structured interviews. Through this research and analysis of multiple cases, three themes emerged: 1) underrepresentation of women 2) barriers to effective management 3) perceptions of women’s leadership. The findings demonstrate that participant experiences in two purposefully chosen schools in various areas varied and were also comparable. The report also found that women are underrepresented in leadership positions in secondary schools. They encounter societal and gender stereotype challenges but are also viewed as nurturing, caring and more likely to promote the interests of workers. Furthermore, district leaders may find the data helpful as they seek to recruit and support women leaders. The experiences of women leaders in secondary schools with both male and female principals could be the focus of further research.