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Females’ experiences of school and family level attitudes that impact their role as principal: a case study of three female principals in primary and secondary schools in Cape Town
Author(s)
Davids, Shaheeda
Date Issued
2024
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
This study was conducted in Cape Town, where females in leadership positions experience various challenges not only from the school level but from their families as well. This study therefore explored how female principals experience positive and negative attitudes from the school and family levels and how these factors impact their role as principal at both primary and secondary schools.
The study used a qualitative research approach and case study design. A sample of three principals were purposely selected one of which is a deputy principal based on the specified sample criteria. Interviews with each participant were conducted face to face, and thematic analysis was used to analyse the data.
The attitudes varied from positive to negative and the findings of this study suggest that female principals do experience attitudes from the school and family that serve as factors that impact how they carry out their roles and responsibilities. Female principals in this sample find that the encouragement they receive from their teachers makes them confident and capable of fulfilling their role as principal. Female principals find that the need for mentorship is an important factor that would motivate them in their role as principal. However, they also find that the demands from their family to do domestic duties such as looking after children demotivates them and limits the time they can spend on being an effective principal. Despite this, female principals find that the support and understanding from their family play an integral role in their ability to delegate their principal role.
On the basis of this, this study expanded on knowledge about how attitudes from school and family actors impact females' entry into educational leadership roles. Therefore, this study suggests that policies around gender and promotion should be consistently implemented, achieved and maintained.
The study used a qualitative research approach and case study design. A sample of three principals were purposely selected one of which is a deputy principal based on the specified sample criteria. Interviews with each participant were conducted face to face, and thematic analysis was used to analyse the data.
The attitudes varied from positive to negative and the findings of this study suggest that female principals do experience attitudes from the school and family that serve as factors that impact how they carry out their roles and responsibilities. Female principals in this sample find that the encouragement they receive from their teachers makes them confident and capable of fulfilling their role as principal. Female principals find that the need for mentorship is an important factor that would motivate them in their role as principal. However, they also find that the demands from their family to do domestic duties such as looking after children demotivates them and limits the time they can spend on being an effective principal. Despite this, female principals find that the support and understanding from their family play an integral role in their ability to delegate their principal role.
On the basis of this, this study expanded on knowledge about how attitudes from school and family actors impact females' entry into educational leadership roles. Therefore, this study suggests that policies around gender and promotion should be consistently implemented, achieved and maintained.
Additional information
Thesis (MEd)--Cape Peninsula University of Technology, 2024
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