Abstract
The expectation for schools and the education system to act as agents of change are extremely high within the demanding South African context. Female educational leaders face a double challenge. Not only are they required to deal with the effects of a post colonial and post Apartheid society, but they also face the challenge of an entrenched patriarchal society. This study investigated the role of female education leaders as instructional leaders in disadvantaged rural school communities; with particular reference to schools in the Historical Schools Restoration Project (HSRP). In light of the historical significance and geographical location of the participating schools, the aim of this study was to explore the instructional leadership styles and practices adopted by female education leaders in their attempts to promote social redress in disadvantaged school communities. This qualitative study was guided by critical feminist insights. The data were analysed using qualitative content analysis. The interpretation of power, the connection between transformational leadership and instructional leadership as well as the ability to redress social injustices through directed instructional leadership are the main themes that emerged from this study.