Career advancement experiences of women in educational leadership positions at district level in the North West Province, South Africa

Abstract

Although numerous studies on women's career advancement m educational leadership positions abound, such are limited to school-based perspectives with a dearth of information on office-based educators despite their recognised roles in the education sector. Hence, this qualitative study, informed by an interpretive paradigm using a hermeneutic phenomenological approach supported by a feminist lens, was aimed at exploring women 's experiences of career advancement in educational leadership positions at district level in the North West Province Department of Education and Sport Development, South Africa. The study is theoretically underpinned by self-concept, social role, feminist and transactional-transformational leadership theories. Thirteen purposively selected female managers in the four districts of the North West Province participated in the study. Four of the participants were chosen from one district, with three each from three other districts. In-depth individual face-to-face interviews were conducted with all thirteen participants, while further interviews using WhatsApp chats were conducted with three of the participants to ensure further clarification of their experiences of educational leadership. The data obtained were analysed qualitatively by means of thematic and framework analyses. The study provides insights into the selected participants' varied lived experiences of their career advancement. Key issues concerning women in educational leadership are identified including the challenges attached to educational leadership and the reasons for persistent gender disparity. Although faced with various challenges that are often intersected, the findings indicate that women in educational leadership at district level are capable and successful leaders who can make a difference in the education system. The study argues that the success of female leaders in their career paths hinges on both internal and external support systems. Factors that promote women's attainment and maintenance of educational leadership positions are identified. They include amongst others, self-esteem, leadership styles, support system, hard work and experience, and the use of policy. The findings of the study have provided the basis for the development of a model that will contribute to the advancement of theory and practice on women's career advancement into educational leadership and management positions at district level and beyond. The findings further contribute to the existing body of literature on women in educational leadership.