This mini dissertation examines the personal and public challenges facing Black women in their quest for leadership in schools. Secondary school leadership remains a male-dominated arena in many schools even after a decade of democracy in the country. This is contrary to the democratic ideals of the country, which include participation in governance, social justice and gender equity in particular. This study seeks to identify the root causes of gender imbalances and to work out strategies to redefine leadership roles in schools. This study was conducted from a critical feminist perspective. It is a qualitative case study and has used individual-based interviews, focus groups and observation in collecting data. It should be mentioned that this study involved male participants as well. They are regarded as the “significant others” who have to play a critical role in re-visioning redefining leadership within their schools. A total of six women and four male participants were included in the study. Participants were purposefully selected. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The major themes that emerged in the study were: · tension between the personal and the public realms · lack of institutional support · non-adherence to policy
Dissertation (MPhil (Education Management and Policy Studies))--University of Pretoria, 2006.