Die onderwyseres se persepsie van intrinsieke bevorderingshindernisse

Abstract

This research focussed on the following issues: • The underrepresentation of female teachers in educational management posts • The teacher's perception of intrinsic promotional barriers. The investigation into the female teacher's perception of intrinsic promotional barriers as reason for her underrepresentation, was based on a study of available literature. Her femininity and female attitudes are held responsible for her underrepresentation. Documented intrinsic perceptions are • sex roles and sex-role typing • sex-role socialisation • societal stereotyping • psychological expectations • motivation and career expectations • role conflict. The female teacher's perception of intrinsic.barriers, as identified by the study, was empirically verified by means of a structured questionnaire. The study concludes with a summary, deductions and recommendations drawn from the research. Intrinsic promotional barriers that are experienced by the female teacher, include: • Sex roles and the influence of sex-role typing • Role conflict. Intrinsic promotional barriers that were not widely experienced by female teachers were: • Sex-role socialisation • Societal stereotyping • Psychological expectations • Motivation and career expectations. The recommendations were that the principles of equality and non-discrimination should be reinforced, the use of "educator" instead of "teacher" encouraged and an enquiry into extrinsic barriers to promotion, followed by the implementation of a management development programme.