Female leaders navigating challenges in selected disadvantaged schools in Johannesburg North District
- Authors: Mia, Feroza
- Date: 2014-10-01
- Subjects: Women school administrators - South Africa - Johannesburg , Feminism and education - South Africa - Johannesburg , School management and organization - South Africa - Johannesburg , Educational leadership
- Type: Thesis
- Identifier: uj:12465 , http://hdl.handle.net/10210/12250
- Description: M.Ed. (Educational Management) , The focus of this study is to investigate strategies employed by females in school leadership in disadvantaged communities in South Africa. Disadvantaged communities in the South African context have arisen from a patriarchal and prejudicial system that was structured according to race, class and gender. Currently, many South African educational institutions bear the residue of this prejudicial system. This research will explore how female leaders in four disadvantaged primary schools in the Johannesburg North District navigate through the challenges of leading in a disadvantaged as well as patriarchal context. A specific emphasis has been placed upon feminist literature and debates in the context of female leaders. Discourse analysis is utilised to interpret the experiences of the female leaders. Analysis of recorded data on challenges facing females in school leadership in disadvantaged communities revealed themes on stereotyping of women, collaboration and liaison with stakeholders, leadership traits of women, the social stigma associated with schools in disadvantaged communities, women and emotional intelligence, women and conflict resolution. Themes on balance between family and school, opposing gender discrimination, networking with stakeholders, overcoming stereotypes emanated from the strategies employed by females in school leadership to overcome barriers in disadvantaged communities. The study reveals that in spite of significant gains since the implementation of favourable legislation on gender equity, women in school leadership continue to experience challenges within schools, from the community and in their personal lives. Stereotyping prevails especially in communities where patriarchal systems dominate. The research concludes with suggestions and recommendations for future research.
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- Authors: Mia, Feroza
- Date: 2014-10-01
- Subjects: Women school administrators - South Africa - Johannesburg , Feminism and education - South Africa - Johannesburg , School management and organization - South Africa - Johannesburg , Educational leadership
- Type: Thesis
- Identifier: uj:12465 , http://hdl.handle.net/10210/12250
- Description: M.Ed. (Educational Management) , The focus of this study is to investigate strategies employed by females in school leadership in disadvantaged communities in South Africa. Disadvantaged communities in the South African context have arisen from a patriarchal and prejudicial system that was structured according to race, class and gender. Currently, many South African educational institutions bear the residue of this prejudicial system. This research will explore how female leaders in four disadvantaged primary schools in the Johannesburg North District navigate through the challenges of leading in a disadvantaged as well as patriarchal context. A specific emphasis has been placed upon feminist literature and debates in the context of female leaders. Discourse analysis is utilised to interpret the experiences of the female leaders. Analysis of recorded data on challenges facing females in school leadership in disadvantaged communities revealed themes on stereotyping of women, collaboration and liaison with stakeholders, leadership traits of women, the social stigma associated with schools in disadvantaged communities, women and emotional intelligence, women and conflict resolution. Themes on balance between family and school, opposing gender discrimination, networking with stakeholders, overcoming stereotypes emanated from the strategies employed by females in school leadership to overcome barriers in disadvantaged communities. The study reveals that in spite of significant gains since the implementation of favourable legislation on gender equity, women in school leadership continue to experience challenges within schools, from the community and in their personal lives. Stereotyping prevails especially in communities where patriarchal systems dominate. The research concludes with suggestions and recommendations for future research.
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The perceptions and experiences of female primary school management team members of their continuing professional development in Johannesburg North
- Authors: Le Roux, Vearley
- Date: 2015
- Subjects: Educational leadership - South Africa - Johannesburg , Women school administrators - South Africa - Johannesburg , Career development , Feminism and education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/82961 , uj:19032
- Description: Abstract: The National Policy Framework for Teacher Education and development provides guidelines pertaining to the development of teachers in schools. The aim of the policy is to provide strategies for the professional development of teachers as a means to enhancing their professional performance and competence.The purpose or research question; What are the perceptions and experiences of female primary school management team members of their continuing professional development in Johannesburg north? The study employed Organisational Behaviour and Theory in Education as a theoretical framework. A qualitative research approach was applied. The data was collected through the utilisation of structured individual interviews and a focus group. A thematic data analysis was applied. The participants in this study were seven female school management team members. Three main themes and 11 sub-themes emerged from the thematic analysis. The themes of the thematic analysis all related to the school management team members’ perceptions of continuing professional development, experiences of their continuing professional development activities as well as the factors that are inhibitors of their continuing professional development. The findings of this study revealed that female school management team members perceive and experience their continuing professional development (CPD) as a developmental, learning and a career enhancement tool. CPD is valued by female school management team members as they intimated that there was a decided need for CPD. Female SMT members have both positive and negative perceptions and experiences regarding the IQMS... , M.Ed.
- Full Text:
- Authors: Le Roux, Vearley
- Date: 2015
- Subjects: Educational leadership - South Africa - Johannesburg , Women school administrators - South Africa - Johannesburg , Career development , Feminism and education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/82961 , uj:19032
- Description: Abstract: The National Policy Framework for Teacher Education and development provides guidelines pertaining to the development of teachers in schools. The aim of the policy is to provide strategies for the professional development of teachers as a means to enhancing their professional performance and competence.The purpose or research question; What are the perceptions and experiences of female primary school management team members of their continuing professional development in Johannesburg north? The study employed Organisational Behaviour and Theory in Education as a theoretical framework. A qualitative research approach was applied. The data was collected through the utilisation of structured individual interviews and a focus group. A thematic data analysis was applied. The participants in this study were seven female school management team members. Three main themes and 11 sub-themes emerged from the thematic analysis. The themes of the thematic analysis all related to the school management team members’ perceptions of continuing professional development, experiences of their continuing professional development activities as well as the factors that are inhibitors of their continuing professional development. The findings of this study revealed that female school management team members perceive and experience their continuing professional development (CPD) as a developmental, learning and a career enhancement tool. CPD is valued by female school management team members as they intimated that there was a decided need for CPD. Female SMT members have both positive and negative perceptions and experiences regarding the IQMS... , M.Ed.
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