Exploring gender legislation in closing the gender gap in primary schools’ leadership at Ekurhuleni district
Loading...
Date
2024
Authors
Motloung, Joy Mapule
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Gender equality in Gauteng School's leadership remains a challenge. It is documented and encouraged for women to apply in yearly promotional circulars for school managerial positions vacancies. It shows that the gender gap, which the Ekurhuleni district aims to close, remains stagnant with gender legislation in place. Various studies have sought to understand the reasons behind the gender gap in terms of women becoming leaders, which involved socio-cultural factors. However, there has been minimum research on the effectiveness of the current gender legislation as the mechanism of ensuring gender equality is achieved in schools’ leadership. Therefore, the study explores gender legislation and their roles in achieving gender equality among school leadership. The emancipatory paradigm underpins the survey because it was concerned with transformation in terms of equality and challenging the status quo. The theoretical framework employed in this transformational leadership theory fits well with the study as it aims to transform primary school leadership to achieve gender equality in the employment of school principals. The study was qualitative to gather an in-depth understanding of the research phenomenon. Employing the narrative inquiry, the participants were able to narrate their experiences aimed at implementing gender legislation in schools' leadership. Therefore, the study's sampling comprises of two schools and the Department of Education district. The survey participants were School Governing Bodies (SGB), two union representatives, and two district officials. The selected participants were regarded as crucial parties who must apply and observe gender legislation when appointing the school leaders to meet the gender equality set target. Therefore, semi-structured interviews and document reviews were implemented during data collection. The data was analysed using themes that emerged from the data collected from the participants. The study revealed that gender legislation relies highly on the implementors, who often overlook it. Moreover, women are associated with weaknesses regarding school disciplinary measures, which is currently a crucial focus when hiring principals, resulting in males dominating the middle and top management roles and prioritising union members' affiliates for top management roles. The study recommends that all stakeholders in the Education Department should implement gender legislation in contrast to merely the selection panels, who often overlook it by imposing prejudice and self-interest agendas in leadership roles.
Description
Dissertation (M.Ed.(Education Management and Leadership))--University of the Free State, 2024
Keywords
Gender legislation, School leadership, Gender gap, Equality, Transformation