| dc.description.abstract |
There is unequal treatment of female and male school principals, whereby male
principals are respected and trusted more than female principals. This study is focused
on strategies that can be employed for the appointment of females as gender equality
is emphasised in the workplace. The study revealed that (a) females are promoted as
principals but at primary schools as their management skills are undermined for them
to lead secondary schools, (b) lack of support from the family structure which forms
the root of gender stereotyping and in the workplace, as workshops are not
continuously offered for staff development and (c) lack of confidence in female
principals because of inadequate qualifications. This study used the qualitative study
method whereby semi-structured interviews were conducted with three purposively
selected participants – a male principal, a female principal and a male circuit manager.
Participants shared a common view that if females were supported enough, they would
make great principals – they have got potential. Moreover, strategies were outlined
that can support female principals as (a) campaigns that advocate gender equity in the
workplace focused on addressing men, (b) Continuous Professional Development
offered by the Department of Education that will enhance the skills and knowledge of
principals and (c) formation of Professional Learning Communities that would help
groups of principals with shared information, challenges and strategies. Further
research should be conducted on how the identified strategies could be implemented
for the balancing of gender equity in the workplace and this would need participants
from the offices of the Department of Education. |
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