Challenges experienced by females who lead secondary schools in the Bojanala district of South Africa

Abstract

The purpose of this qualitative case study conducted on women who lead secondary schools in the Bojanala district of South Africa is to explore the factors that pose as challenges to women who occupy leadership positions in secondary schools. A case study design was used and the constructivist and feminist perspectives helped in exploring the challenges experienced by females who lead secondary schools. The population for this study composed of female leaders in Bojanala district. It is from this population that a total sample size of 9 participants was purposefully selected to participate in the study. Participants provided rich data which was analysed through content analysis with the help of qualitative data analysis software. Interview guides with open ended and semi-structured questions were used for data gathering. Data were collected through document analysis an unstructured individual and focus group interviews. Among the key findings of this study were that, despite the policy provisions that intended to transform gender relations in schools, patriarchal, societal, organisational and personal factors still challenge females who lead in the Bojanala district secondary schools. The chief conclusion drawn was that, barring attempts made by women themselves and education authorities to create a conducive environment for female leadership to thrive, female leaders still operate in an environment that is patriarchal. This study recommends that strategies that female leaders use to overcome challenges that they experience because of their gender should further explored further, documented, shared with female leaders themselves and with all parties that are interested in education leadership and female leadership in particular.