Leadership and Gender, women management: the social realist analytical theoretical view point

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue V, May 2021 | ISSN 2454–6186

Leadership and Gender, women management: the social realist analytical theoretical view point

G N Shava¹, T Chasara², F N Tlou³, E Mathonsi^4
1,2,3 National University of Science and Technology, Faculty of Science and Technology Education, Bulawayo, Zimbabwe
⁴ National Universities of Science and Technology, Bulawayo, Zimbabwe

Abstract: The study leadership from a gender perspective in a rural context in Zimbabwe. The study investigated the challenges faced by female school heads 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 heads. Findings from the study showed that female school heads 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 teachers undermined because of their gender and lack of confidence. The study recommends the mounting of gender awareness workshops with both parents and teachers 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 executing leadership roles.

Keywords: women, gender, school heads, leadership, social realist, Zimbabwe

I. INTRODUCTION

Gender inequality in leadership has been the central focus of studies in the field of educational administration 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). This social attitude or ‘injustice’ seems to have made women reluctant to pursue administrative leadership positions (Anewu, 2010). Msila (2013) posits that women leaders do not always get the necessary support from the communities and usually have to prove their capability as leaders under trying conditions in the patriarchal society. There is much literature which shows that mistrust in women leadership is caused by a number of factors and these include tradition and culture (Cundiff & Vescio, 2016; Msila, 2013; Morley & Crossouard, 2016a). Lumby (2003) also contends that communities do not trust women to be appointed as school managers because school management is an important job which demands the seriousness they think only men could provide. The aim of this study was to investigate challenges faced by female school principals in their day to day running of schools in one rural district in

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