Women in Leadership: Insights from Female Principals of Rural Secondary Schools in Vhembe District of South Africa

Abstract

Gender predisposition towards female leaders within the South African context remains a problem and compelling issue, particularly in rural settings, which are often marginalised and overlooked. Guided by the transformational leadership theory, this article explored the experiences of South African female principals in managing secondary schools in the Vhembe District of Limpopo. A profoundly traditional and patriarchal society characterises this rural setting. Hence, a qualitative research approach and a case study design were used. Ten female principals from ten (10) randomly selected secondary schools in the Vhembe District were purposively selected to serve as participants. Through semi-structured interviews, data were gathered from the sampled participants. Findings from the article reveal that patriarchy still plays a role in disadvantaging women from effectively assuming their duties as leaders. Most of the participants–female principals are subjected to gender bias and thus, unproductive, impact the cooperation from learners, parents, teachers, the community, and the Department of Education officials. Despite unpleasant experiences, female leaders in this article demonstrate selflessness in their daily leadership tasks and routines. Furthermore, they are inspirational and serve as role models to all they had relationships with for the transformation and change they desire in their schools. To the sampled principals, being selfless and inspirational is their leadership strength. One way of the few mentioned becoming a leader one aspires to.

A narrative review of the research on school leaders’ emotional labor: a typology inspired by Habermas’s cognitive interests

“…, 2021). There are particular gender scripts about emotional behavior (Zikhali and Smit, 2019). For example, on the one hand, female principals cannot express anger as male principals but are directed to be consistently compassionate and caring about teachers and students.…”

“…This role is especially crucial for female school leaders as they are disadvantaged by the gendered emotional rules (Sachs and Blackmore, 1998;Sanfuentes et al, 2021). There are particular gender scripts about emotional behavior (Zikhali and Smit, 2019). For example, on the one hand, female principals cannot express anger as male principals but are directed to be consistently compassionate and caring about teachers and students.…”

Family Influence and Teacher’s Leadership Dispositions as Determinants of Women Drop-out from Educational Programmes in a Nigerian Community

“…There exist structurally defined and rigid gender roles for men and women, boys and girls that made women looks inferior to men. Men are in position of higher social order, family structure and authority, using this to subdue women and deprive them of many rights like education, access and control over resources and benefits (Bamisaye, 2008;Sinyosi & Potokri, 2021).…”

South African Women Leading Rural Schools During the COVID-19 Pandemic: Challenges and Resilience

“…It is contended that rural circumstances generate extra and unique Thembi & Moyo challenges for rural school principals (Dube & Puleng, 2020). Rural circumstances involve large learner/teacher ratios, inadequate resources, less qualified teachers, and poor school management (Du'Plessis & Mestry, 2019;Sinyosi & Potokri, 2021). South African rural schools are more characterised by poverty.…”