A management strategy for principals for the career development of female teachers in primary schools

Abstract

This research is focused on the development of a management strategy for the career development of female educators in primary schools in the Free State Province. The nature of career is conceptualised as multi-facetted influencing all aspects of life and pivotal for understanding the career trajectories of female educators (Theron, 2002:1-3). Career development, an ongoing lifelong dynamic process underpinned by career planning, is addressed by means of Human Resource Management (HRM) and Human Resource Development (HRD). HRD and HRM are used as tools to enhance career development by utilizing Human Capital (HC) to build Social Capital (SC). The quality of work life is closely linked to career- and life stages and integrated with different career expectations. In many instances the life roles of female educators are shaped by SC resources. Different aspects influence the career development of female educators and the role that principals play can never be under-estimated. Realities within education and the legal parameters set define the boundaries of career development. The principal as mentor and coach who regards female educators as leaders-in-training play a major role in her career development by means of different management actions. A research design for empirical studies includes both quantitative and qualitative methods, i.e. a questionnaire and focus group discussions respectively. One of the findings is that principals in general rate themselves to be more involved in the career development of female educators than perceived by female educators, whilst another finding is that a management strategy for the career development of female educators must be tailor-made for a specific school. The contribution of this research is for example concept clarification on career and career development whilst a generic strategy for the career development of female educators is developed.