Female Educators Transitioning to Leadership Positions: Evaluating the Challenges and Opportunities

The promotion of female educators to school leadership positions does not come easy. It is sometimes coupled with challenges. These challenges can stand in the way of these women in effective leadership, whereas opportunities to grow can make these women prosper and lead effectively. This research study evaluated the challenges and opportunities for female educators transitioning from teaching to leadership roles. This research study was approached qualitatively using an interpretive paradigm. It was purposively sampled with 10 departmental heads, 10 deputy principals and 10 principals using four groups. Thematic analysis of data revealed the following challenges, i.e. gender stereotypes, lack of capacity-building programmes, exclusion from decision-making platforms and lack of support from the School Management Team. The following opportunities were also revealed, i.e., networking, support from family and friends, knowing and undertaking management roles and responsibilities accordingly, and love and passion for learners. This study recommends that teachers should be taught about equal treatment of leaders irrespective of their gender and accept them as leaders equally. The Department of Basic Education should have capacity building workshops for newly appointed leaders so that they become equipped with knowledge about their leadership roles and responsibilities. The School Management Teams should orient and accommodate newly appointed women leaders and involve them in decision-making and provide support where necessary. This study further recommends that new leaders should network with their peers and experienced leaders until they understand their roles and responsibilities. Newly appointed leaders should ensure that they execute their roles effectively and efficiently and have love and passion for learners. Keywords: Transitioning; Female Educators; Leadership Positions; Challenges; Opportunities

Abstract licence: CC BY

38 more references, whose wording the paper’s licence keeps private.

A person counts once a day per paper. We keep no cookie and no address: a reader is a hash that changes every day. Any month under five reads shows no number.