Abstract:
This research explored the sociological relationships between management and teachers at a secondary school. These gender relations were studied in regard to a) opportunities for promotion and the positions held by females as compared with males, b) the division of labour within the school, for instance the way extramural duties are allocated, and c) the decision-making processes displayed at staff meetings and at department level. Who makes what decisions and how? These topics have up to now been neglected in the relevant literature.
In this work I seek to explain the persistent patterns of gender inequality at a secondary school within the demarcated areas of exploration outlined above. In the school context, power can be applied as a strategy to control individual actions and responsibilities and to direct behaviours. Power is produced and reproduced through social interaction within the given environment by the “subjects” themselves (Lemke 2007; Connell 2010; Foucault 1954–1984:341).
A qualitative case study design was used with the aim of addressing and contributing to our understanding of persistent patterns of gender inequality. Data were collected through semi-structured interviews with junior teachers and senior management, who were purposively selected for the sample. Data were analysed and interpreted using a constructivist and an interpretivist paradigm to understand the perceptions and experiences of the research participants.
The study found that it is mainly males who are promoted to management positions, an advantage wrought by the fact that there are few males in education. Consequently, females describe the education system as failing them in regard to promotion. When females are promoted to management, they are perceived by both male and female subordinates as being authoritarian and controlling. This arises from their being challenged in practice for fear of not matching up to men. Male management is perceived as having natural authority in accordance with social and cultural practices. Participants were uncertain about the way extramural activities were assigned; whatever the case, the outcome was a gendered division of labour.
