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Perceived Impact of Culture on the Progress of Women as School Leaders in South Africa

Author

Listed:
  • Musa Grace Zitha

    (Department of Educational Management, University of South Africa)

  • Rudzani Israel Lumadi

    (Professor, Department of Educational Management, University of South Africa)

  • Emmanuel Ndhlovu

    (Research Fellow, School of Business and Economics, University of Johannesburg)

Abstract

The advancement of women as leaders in socio-economic and political sectors remains a challenge worldwide. In the South African education sector, although the low participation of women in leadership positions is well acknowledged, there lacks a clear and detailed explanation of the challenges of this reality. Drawing from in-depth interviews conducted with 52 participants across the Gauteng Province Department of Education, an exploratory research design was adopted in this article to explore how culture serves as one of the basic challenges faced by aspiring women leaders. The study found that cultural norms and beliefs made women's leadership difficult and served as a gatekeeper to their ascendency to leadership positions. Culture sustains patriarchal tendencies and stereotypes that continue to be barriers to women leaders and aspiring women leaders. The study proposes the roll-out of transformational leadership at the departmental level to mobilise the promotion of female leaders within schools.

Suggested Citation

  • Musa Grace Zitha & Rudzani Israel Lumadi & Emmanuel Ndhlovu, 2024. "Perceived Impact of Culture on the Progress of Women as School Leaders in South Africa," Social Sciences and Education Research Review, Department of Communication, Journalism and Education Sciences, University of Craiova, vol. 11(2), pages 135-145, December.
  • Handle: RePEc:edt:jsserr:v:11:y:2024:i:2:p:135-145
    DOI: 10.5281/zenodo.15258286
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    References listed on IDEAS

    as
    1. Adams-Prassl, A. & Boneva, T. & Golin, M & Rauh, C., 2020. "Inequality in the Impact of the Coronavirus Shock: New Survey Evidence for the UK," Cambridge Working Papers in Economics 2023, Faculty of Economics, University of Cambridge.
    2. Adams-Prassl, Abi & Boneva, Teodora & Golin, Marta & Rauh, Christopher, 2020. "Inequality in the impact of the coronavirus shock: Evidence from real time surveys," Journal of Public Economics, Elsevier, vol. 189(C).
    3. Ndhlovu, Emmanuel & Tembo, Archiford, 2020. "Gendered Socio-economic Implications of the COVID-19 Pandemic in Rural Zimbabwe," BizEcons Quarterly, Strides Educational Foundation, vol. 12, pages 21-40.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Culture; education; patriarchy; schools; stereotypes; women leadership;
    All these keywords.

    JEL classification:

    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination

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