Leadership experiences of female middle leaders in independent schools of Mpumalanga province

Abstract

This study explored the leadership experiences of female middle leaders in selected independent schools in the Mpumalanga province. The study aimed to understand how female middle leaders identify as middle leaders, the enhancing and inhibiting factors they face in the independent school context and how the independent school context influences their leadership experiences. The role congruity theory and context-responsive leadership concept constituted the framework through which the leadership experiences of female middle leaders in the independent school context were understood. A narrative inquiry design was adopted to explore female middle leaders' lived experiences. This design is grounded in life experiences and focuses on how one fills one’s world with meaning and how we assist one another in building lives and communities. Data was generated through an unstructured interview and collages inquiry methods. The data was then analysed using two methods: narrative analysis and analysis of narratives. The finding of this study revealed factors that prevent female middle leaders from ascending to senior leadership positions. These include resistance from both males and females.