Stakeholder perceptions of socio-cultural factors hindering the representation of women in principalship positions: a case study of two secondary schools in Eastern Cape.

Abstract

The underrepresentation of women in principalship positions within the educational sector persists as a significant challenge globally. Despite advancements in gender equality, sociocultural factors continue to impede the progress of women aspiring to leadership roles in education. This case study explored stakeholder perceptions regarding the socio-cultural barriers hindering the representation of women in principalship positions in two secondary schools located in the Eastern Cape region of South Africa. A qualitative case study research design located within the interpretive paradigm was adopted for this study. Data were generated through semi-structured face-to-face interviews with nine purposively selected participants. The findings were then analysed thematically, with results presented according to the key themes identified from the data. The study was located within the liberal feminism theoretical framework. The study findings unveiled several key factors significantly impacting women's progression, particularly in attaining principalship positions within schools. Deep-rooted societal stereotypes, cultural beliefs, and practices, along with cultural and societal norms, emerge as formidable barriers. Systematic biases in the appointment process and gender bias in leadership selection exacerbate the challenges faced by women aspiring to principalship positions in the schools where the study was conducted. The study recommended that there is a need to foster a more supportive environment for female leaders in schools. Leadership awareness workshops can be organised to educate stakeholders about the importance of gender diversity in leadership and to address unconscious biases that may exist in the selection and promotion processes. Community empowerment awareness campaigns are also suggested to engage the wider community in supporting and championing women in leadership roles within schools. Professional development opportunities should also be made more accessible to women, enabling them to acquire the necessary skills and competencies for leadership roles. Additionally, schools should ensure equal opportunities for all, creating a level playing field where talent and merit are the primary considerations for advancement, regardless of gender.