Experiences of female postgraduate educators in seeking promotion to principalship : a capabilities approach

Abstract

The focus of this study was on analysing the experiences of female postgraduate educators in seeking principalship promotion in Soutpansberg North Circuit, using the capability approach. The success of women into numerous areas that were traditionally known to be male-dominated, is well document, despite this, some careers continue to be generally segregated along gender lines. In the South African context, for instance, women face significant structural barriers in attaining principalship positions in education. This study was conducted using a qualitative approach, with primary data being collected through narrative interviews, from a sample of female postgraduate educators in the Soutpansberg North Circuit, Limpopo Province, selected using purposive sampling. According to the findings of the study, women are generally regarded as being incapable of effectively operating in leadership positions and this has resulted in most top management positions being occupied by men. Such barriers include - discriminatory conditions, lack of support for females, male culture dominance and a lack of commitment to address issues that affect women in the workplace. This prevailing atmosphere, however, have not prevented women from having a strong perception that they have all the capabilities and competencies required to lead organisations. The study recommended that for female-postgraduate educators who have aspirations to be promoted to leadership positions to take proactive steps to develop relevant competencies, skills, and capabilities. In addition, women need to be provided with a supportive work environment in which management takes proactive step to discourage the stereotyping of women in the workplace and promote an environment in which women are viewed as capable leaders just like their male counterparts. Furthermore, women should actively search for mentors and coaches who can assist them in improving their leadership skills and competencies, as well gain confidence to operate at higher levels in the education sector. Lastly, it is essential for women with similar backgrounds and aspirations to develop or join networks that have something to do with career preparation and advancement.