Factors contributing to scarcity of women principals in Mqanduli junior secondary schools in the Mthatha District in the Eastern Cape Province Republic of South Africa

• Main Author: Lolwana, Tembeka
• Format: Others
• Language: English
• Published: Walter Sisulu University 2013
• Subjects: Women principals > Dissertations > South Africa > Eastern Cape
• Online Access: http://hdl.handle.net/11260/201

The purpose of the study was to investigate the factors contributing to scarcity of women principals in junior secondary schools of Mqanduli in Mthatha Education District in the Eastern Cape Province, South Africa. This region is predominantly rural. The study focused on Secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 72 participants through the use of a questionnaire. 70 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. This study had covered the aspects of culture which prevailed in the education set up in the past and are still prevailing. The findings of the study revealed several factors contributing to the scarcity of women principals in Mqanduli District. These were the findings: the majority of the participants agreed that culture is a stumbling block to the appointment of women principals. Cultural aspects still influence the public opinion on the capability of women to lead. Selection procedures that are discrimatory on gender grounds prevent women from being appointed as principals. Poor implementation of affirmative action policies during selection of principals leads to exclusion of women from holding principals posts. Lack of support from the subordinates prevents women from holding principal posts Although discrimination and prejudice with respect to women ability to lead and manage is worldwide it is evident that the bill of human rights is beginning to impact positively on the stereotypes. Finally, recommendations and suggestions were made stating that the Department of Education needs to provide the necessary workshops on gender equity policies to upgrade SGBs with skills, knowledge and proper understanding of such policies.