South African Female Principals’ Career Paths: Understanding the Gender Gap in Secondary School Management

Moorosi, Pontŝo

doi:10.1177/1741143210373741

Cited by 92 publications

(113 citation statements)

References 9 publications

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“…Similar views were expressed in a study conducted by Moorosi (2010) on South African female Principals' career path who argued that the extent to which equal opportunity policy interventions for advancement of female teachers to principalship were put in place and achieved were not explored. The findings revealed that equal opportunities policy was enshrined in the law but female teachers were not reaping the rewards of equal opportunity enactment.…”

Section: Resultsmentioning

confidence: 69%

Factors hindering the deployment of female teachers to headship positions in public primary schools in Nambale Sub-County, Kenya

Joseph¹,

Michael²,

Ajowi³

2016

Educ. Res. Rev.

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Worldwide, women representation in management and leadership positions is marginal. Despite immense academic advancement by women, few of them do advance to management positions. In Kenya, women make up a critical portion of human resource base. However, they are grossly underrepresented at leadership positions. This situation is reflected in school leadership positions as well, including headship of schools. Unless the gender gaps in management and leadership positions are addressed, the talent of high skilled women would be underutilized and there might be a reproduction of gender inequality across generations. The purpose of this study was to examine the factors hindering the deployment of female teachers to headship positions in public primary schools. The main objective of this study was to establish the extent to which the two-thirds gender policy was being applied in deployment of female teachers to headship positions. This study was conducted in Nambale Sub-county. Descriptive survey design was used in this study. Out of a study population of 519 respondents comprising 45 head teachers, 45 deputy head teachers, 427 teachers drawn from 45 public primary schools in Nambale Sub-County, the District Education Officer (DEO) and District Quality Assurance and Standard Officer (DQASO), stratified sampling technique was employed to select 35 head teachers, 35 deputy head teachers and 196 teachers. Saturated sampling was used to select the DEO and the DQASO. Therefore, a sample size of 268 respondents, representing 52% of the study population was used in this study. Questionnaires, interview schedule guide and document analysis guide were used as instruments of data collection. Quantitative data were analyzed using frequency counts and percentages. Findings from the study revealed that the Ministry of Education provided for equal opportunities in terms of deployment but the two-thirds gender policy was not applied in deployment of teachers to school headship. Based on these findings, the study proposed that the Teachers Service Commission should come up with clear and precise deployment policies expressed in writing so that their compliance can easily be checked and the Ministry of Education should design a mechanism for implementing the two-thirds gender policy in deployment of teachers to headship positions.

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Section: Resultsmentioning

confidence: 69%

Factors hindering the deployment of female teachers to headship positions in public primary schools in Nambale Sub-County, Kenya

Joseph¹,

Michael²,

Ajowi³

2016

Educ. Res. Rev.

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“…Since studies have linked promotions with career advancement (Forret & Dougherty, 2001), any factor restricting promotions would be considered as barriers for career advancement. Also, studies have indicated that mostly employees change their jobs for better opportunities (e.g., Ismail & Ibrahim, 2008;Moorosi, 2010). But for many women, apart from career advancement, there could be more reasons why they had to, or could not change their jobs.…”

Section: Factors Affecting Promotion and Job Changementioning

confidence: 99%

“…For example, Moorosi's (2010) McMahon, Limerick, Cranston, and Andersen (2006) tried to document women's reflections on their careers over a ten-year period. They categorized the barriers impacting women's careers as age, familywork balance decisions, personality, gender bias, departmental structure, organizational policy, and geographical location.…”

Section: Barriers To Women For Career Progressionmentioning

confidence: 99%

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Barriers to Career Progression: A Study of the Perceptions of Nepali Women Employees

Adhikary

2016

J. Bus. Mgt. Res.

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Recent decades have witnessed unprecedented changes in workforce composition, resulting in women's increased involvement in the labor force. However, the proportion of women employees vary significantly within various organizational levels, with more women confined to junior level positions within organizations. This study, conducted in two phases, explored the career progression barriers as perceived by Nepali women employees to develop a set of 22-items questionnaire which was then used to examine how 114 women employees perceived those barriers in their career in management. Effort was also made to find if the perceived barriers were specific to any sub-group (position, job responsibility, and/or organization type). Findings of the study revealed that societal-related barrier was most prominent within which marriage during prime of career significantly hampered the career development of Nepali women employees. Further analysis indicated that the perceived barriers were not specific to any sub-group. These results have implications for organizations to improve policies and facilities in order to promote women's career progression. Limitations of the study are identified and suggestions for future results are discussed.

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“…Notable examples include Gronn (1999) who proposed a 4 stage career pathway model for head teachers in the UK, namely: formation, accession, incumbency and divestiture; Dimmock and O'Donoghue (1996) who explored the career histories of head teachers in Western Australia; and Rayner and Ribbins (1999) who investigated the professional lives of head teachers in special education in the UK. More recent examples include Moorosi (2010) who studied South African female principals' career paths, Shapira et al (2011) who explored the biographical backgrounds of female school principals in Israel, and Bisschoff and Mackenzie-Batterbury (2013) who explored the life and career journeys of principals leading schools in disadvantaged areas in the UK. While we acknowledge the importance of this body of career journey research, we do not draw on it explicitly in our analysis as the focus of our paper is more on leadership identity rather than the career journey itself.…”

Section: Rq1mentioning

confidence: 99%

Leadership identity in a small island developing state: the Jamaican context

Floyd

Fuller

2014

Compare: A Journal of Comparative and International Education

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South African Female Principals’ Career Paths: Understanding the Gender Gap in Secondary School Management

Cited by 92 publications

References 9 publications

Factors hindering the deployment of female teachers to headship positions in public primary schools in Nambale Sub-County, Kenya

Factors hindering the deployment of female teachers to headship positions in public primary schools in Nambale Sub-County, Kenya

Barriers to Career Progression: A Study of the Perceptions of Nepali Women Employees

Leadership identity in a small island developing state: the Jamaican context

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