Female secondary school heads’ experiences of leadership in the Gweru District of Zimbabwe
| dc.contributor.advisor | Jita, L. C. | |
| dc.contributor.author | Dzimiri, Cynthia | |
| dc.date.accessioned | 2020-02-19T11:06:03Z | |
| dc.date.available | 2020-02-19T11:06:03Z | |
| dc.date.issued | 2019-12 | |
| dc.description.abstract | For us to understand women issues better, we need to listen to their stories and redefine their meanings in order to generate new perspectives, which was the focus of this study. The study provided space for women to articulate their experiences and perceptions in their leadership. This research was grounded on the radical, liberal and post-structuralist feminists’ views. Feminist knowledge can come from examining the unique experiences of women especially where they experience different social lives from those of men. Career path model was also used to analyse women school leaders’ experiences. This model posits that leaders pass through the anticipation, acquisition and performance stages in their development. This study was pinned on interpretive philosophical orientation based on individual stories and case study design was used. To collect data interviews, observation and document analysis were utilised. Female headed secondary schools were far apart hence the choice of only three participants who represented three categories of secondary schools in Zimbabwe, which are, rural, urban day and boarding schools. Themes and sub themes which emerged from the collected data were used to analyse the findings. This research may contribute to the existing debates concerning women rather than an endeavour to find consensus. Findings from this study revealed that a good leader involves others in her leadership. Hard work and commitment were identified as virtues of a good leader. Also pain-taking, frustration, disappointment and depression were recognized as part of women leadership. They all agreed that leadership styles depend on the head’s situation. The findings revealed that middle leadership was essential for anyone who aspired to be a leader and also that leadership training was necessary for all those who got leadership posts. The findings showed that leaders lacked instruction in their leadership because of other overwhelming duties which were within their jobs. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/10407 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Thesis (Ph.D. (Education Studies))--University of the Free State, 2019 | en_ZA |
| dc.subject | Perceptions | en_ZA |
| dc.subject | Experiences | en_ZA |
| dc.subject | Feminism | en_ZA |
| dc.subject | Leadership | en_ZA |
| dc.subject | Management | en_ZA |
| dc.subject | Power | en_ZA |
| dc.title | Female secondary school heads’ experiences of leadership in the Gweru District of Zimbabwe | en_ZA |
| dc.type | Thesis | en_ZA |