Abstract
The study investigated barriers female teachers face when applying for promotional positions
and their consequential impact on their teaching responsibilities. In this study, female and women
are interchangeably used. The study was based on a qualitative multiple-case study research design
and approach. Purposive sampling was used. In line with the design and approach, the sample
consisted of five teachers from five different schools. An unstructured interview method was used
to collect data, and the data collected were analysed by means of the thematic analysis method.
The findings of this study revealed several barriers to management positions. These include
domination by men, lack of leadership and management skills, lack of self-confidence, corruption
in the schools, discrimination, and women not wanting to work far from their children or homes.
These barriers burden women teachers because they become demoralised, demotivated, and bitter.
Mitigation strategies that could help female teachers with their experience regarding promotional
barriers also emerged as part of this study’s findings. Based on the findings, conclusions and
recommendations were made.