Challenges and Opportunities for Women in Distance Education Management Positions: Experiences from the Zimbabwe Open University (ZOU)

Shava, George N.; Ndebele, Clever

doi:10.1080/09718923.2014.11893331

Cited by 12 publications

(18 citation statements)

References 5 publications

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“…Consequently, they expect and prefer to collaborate with men leaders. The finding is in agreement with Shava and Ndebele (2014) who asserted that to most men, a woman cannot be the head of an organisation unless in the absence of a man. Lindo (2012) found in her study that staff members in schools expected to see a male figure and work under the male headship.…”

Section: Patriarchal Attitudessupporting

confidence: 81%

Women Educational Leaders in Principalship: Exploring the Lived Experiences of Women Heading Primary Schools in Côte d’Ivoire

Oyeniran¹

2018

IJCE

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In Côte d'Ivoire, the situation of women in positions of power remains a sensitive and controversial issue. Women are mostly subjected to preconceptions that place them in challenging situations. The study sought to explore the experiences of women primary school principals, and to examine the hindrances that these women leaders encounter. Using mixed method approach, 11 women principals were purposefully sampled from the research field comprised of 11 primary schools located in Abidjan. The questionnaire and the semi-structured interview were utilized as tools to gather data. Findings revealed that women principals have hidden talents and competencies, as they perform in an ethical manner using the transformational style of leadership. Yet, as showed in the results, women principals experience a number of challenges and hurdles that stand in their pathways or occur when performing their leadership roles. The current study advocates getting rid of unnecessary and harmful prejudices that prevent women from moving up in order to allow them to express their inner potential. Besides, this study suggests a critical way of thinking with a view to promoting women in educational leadership positions. There is a need to empower women not only by bridging the gap that exists between men and women, but also for the welfare of students, especially those with special needs, because every schoolchild regardless his or her family background has the right to succeed in his or her learning process according to the principle of equity, universally recognized.

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Section: Patriarchal Attitudessupporting

confidence: 81%

Women Educational Leaders in Principalship: Exploring the Lived Experiences of Women Heading Primary Schools in Côte d’Ivoire

Oyeniran¹

2018

IJCE

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“…The existence of males as "gatekeepers" has been identified as a crucial organizational factor limiting the entrance of females to educational management (Shava & Ndebele, 2014). Mdluli (2002) strengthens this argument by indicating that only 9.3% of managerial positions are held by women in South Africa.…”

Section: Supporting Gender Equity In South Africamentioning

confidence: 77%

“…The literature generally shows that females are underrepresented in management positions in both the schooling system (Burton & Weiner 2016;Gobena, 2014;Lunyolo, Ayodo, Tikoko & Simatwa, 2014;Uwizeyimana, Modiba & Mathevula, 2014) and in higher education (Austin, 2016;Drake, 2015;Hannum, Muhly, Zalabak & White, 2015;Howe-Walsh & Turnbull, 2016;Shava & Ndebele, 2014). Females are often expected to stay at home instead of taking up roles previously dominated by males, such as school management.…”

Section: Gender and School Leadershipmentioning

confidence: 99%

“…Palabras clave: empoderamiento, género, principios, liderazgo, techo de cristal ender inequality in leadership has been the central focus of studies in the field of educational administration for many years (NanChi, 2006;Kiamba, 2008;Bilen-Green, 2008;Nazemi et al 2012;Zinyemba, 2013;Shava & Ndebele 2014;Morley & Crossouard, 2016a). Throughout history, leadership roles were generally held by men (Sloan, 1999;Merchant, 2012;Day, 2014;Longman & Anderson, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Gender and School Leadership: Breaking the Glass Ceiling in South Africa

Ndebele

2018

GENEROS

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This study looked at leadership from a gender perspective in a rural context in South Africa. The study investigated the challenges faced by female school principals because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school principals. Findings showed that female school principals were not perceived as incompetent and unable by male colleagues only, but also by female staff colleagues as a result of an entrenched culture of male dominance. Among the challenges faced by female principals included: negative attitude from some parents and educators; being undermined because of their gender and lack of confidence on their side. The study recommends the mounting of gender awareness workshops with both parents and educators to sensitive them on gender equity issues. In addition the study calls for mentoring and networking workshops, in service training opportunities and role modelling to be given to female teachers who aspire to, and have potential in leadership so that these female teachers can feel empowered and see that they have the potential of being leaders.

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“…In the words of Lagan (1999:4) "culturally defined desirable feminine behaviour is nurturing and caring for others, placing importance on relationships and the quality of life", rather than leading organisations. To most men a woman cannot be the head of an organisation as much as she cannot be the head of a family, unless in the absence of a man (Shava and Ndebele 2014). On the other hand Effendi (2003) asserts that probably the single most important hurdle for women in management in developing countries is the persistent stereotype that associates management to male positions.…”

Section: Socio-cultural Factors Affecting Women In School Leadership mentioning

confidence: 99%

Challenges Facing Women in School Leadership Positions: Experiences from a District in Zimbabwe

2019

JEP

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Successful educational leadership entails possessing the knowledge, skills and understanding of effective leadership skills along with the personal ability to effectively implement those skills. In Zimbabwe the occupational and leadership status of women in general is still suffering a wide gap, as there is unequal representation in leadership positions between men and women. This study, conducted in a rural district in Zimbabwe, aimed at understanding the challenges facing women in school leadership positions. In this article we argue that there are cultural, social and structural domains among others that impede the effective operations of women in school leadership positions. Using a qualitative research paradigm, six schools in one rural district were chosen for the study. A semi-structured interview guide was used to collect data from six female headsthree from primary schools and three from secondary schools. Focus group discussions were held with teachers from the same schools. The study established that there are cultural, structural, economic and social barriers facing women in school leadership positions. We recommend that different strategies should be set up for developmental programs for women in leadership positions.

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Challenges and Opportunities for Women in Distance Education Management Positions: Experiences from the Zimbabwe Open University (ZOU)

Cited by 12 publications

References 5 publications

Women Educational Leaders in Principalship: Exploring the Lived Experiences of Women Heading Primary Schools in Côte d’Ivoire

Women Educational Leaders in Principalship: Exploring the Lived Experiences of Women Heading Primary Schools in Côte d’Ivoire

Gender and School Leadership: Breaking the Glass Ceiling in South Africa

Challenges Facing Women in School Leadership Positions: Experiences from a District in Zimbabwe

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