Policy and practice : enabling or disabling women's aspirations for secondary school principalship
This study seeks to understand how policy and practice enables or disables women's aspirations for secondary school leadership. The study focuses on women deputy principals and woman principal who have applied for principalship and details their accounts of the resonances and dissonances of pol...
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Online Access: | http://hdl.handle.net/2263/60973 Phakathi, CS 2016, Policy and practice : enabling or disabling women's aspirations for secondary school principalship, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60973> |
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ndltd-netd.ac.za-oai-union.ndltd.org-up-oai-repository.up.ac.za-2263-609732020-06-02T03:18:36Z Policy and practice : enabling or disabling women's aspirations for secondary school principalship Phakathi, Charity Sharon Pillay, Venitha u12310931@tuks.co.za UCTD Capabilities Approach Education policy Women principals Secondary schools This study seeks to understand how policy and practice enables or disables women's aspirations for secondary school leadership. The study focuses on women deputy principals and woman principal who have applied for principalship and details their accounts of the resonances and dissonances of policy and practice. This qualitative study uses a narrative design. The data collected from three female deputy principals, one of whom was acting as a principal and one a newly appointed principal at the time of the interviews. The main form of data collection was a series of interviews with each participant. The findings confirm that the policy environment is favourable for women, but in its implementation, there are factors that constrain the aspirations of women for secondary school leadership. Gender stereotypical perceptions of women by the school governing bodies and a patriarchal social context are seen as significant constraints for women seeking leadership positions. It was also evident that prevailing school leadership frequently works with school governing bodies to undermine and thwart the ambitions of female deputy principals and those unions rarely play a supportive role to potential women leaders. Data is analysed using the Capabilities Approach. In this study, the Capabilities Approach suggests that environmental and social conversion factors seem to be obstacles affecting women's agency to achieve the desired outcome of becoming a principal. Dissertation (MEd)--University of Pretoria, 2016. Education Management and Policy Studies MEd Unrestricted 2017-06-08T13:07:08Z 2017-06-08T13:07:08Z 2017-05-09 2016 Dissertation http://hdl.handle.net/2263/60973 Phakathi, CS 2016, Policy and practice : enabling or disabling women's aspirations for secondary school principalship, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60973> A2017 12310931 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. University of Pretoria |
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en |
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UCTD Capabilities Approach Education policy Women principals Secondary schools |
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UCTD Capabilities Approach Education policy Women principals Secondary schools Phakathi, Charity Sharon Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
description |
This study seeks to understand how policy and practice enables or disables women's aspirations for secondary school leadership. The study focuses on women deputy principals and woman principal who have applied for principalship and details their accounts of the resonances and dissonances of policy and practice. This qualitative study uses a narrative design. The data collected from three female deputy principals, one of whom was acting as a principal and one a newly appointed principal at the time of the interviews. The main form of data collection was a series of interviews with each participant. The findings confirm that the policy environment is favourable for women, but in its implementation, there are factors that constrain the aspirations of women for secondary school leadership. Gender stereotypical perceptions of women by the school governing bodies and a patriarchal social context are seen as significant constraints for women seeking leadership positions. It was also evident that prevailing school leadership frequently works with school governing bodies to undermine and thwart the ambitions of female deputy principals and those unions rarely play a supportive role to potential women leaders.
Data is analysed using the Capabilities Approach. In this study, the Capabilities Approach suggests that environmental and social conversion factors seem to be obstacles affecting women's agency to achieve the desired outcome of becoming a principal. === Dissertation (MEd)--University of Pretoria, 2016. === Education Management and Policy Studies === MEd === Unrestricted |
author2 |
Pillay, Venitha |
author_facet |
Pillay, Venitha Phakathi, Charity Sharon |
author |
Phakathi, Charity Sharon |
author_sort |
Phakathi, Charity Sharon |
title |
Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
title_short |
Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
title_full |
Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
title_fullStr |
Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
title_full_unstemmed |
Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
title_sort |
policy and practice : enabling or disabling women's aspirations for secondary school principalship |
publisher |
University of Pretoria |
publishDate |
2017 |
url |
http://hdl.handle.net/2263/60973 Phakathi, CS 2016, Policy and practice : enabling or disabling women's aspirations for secondary school principalship, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60973> |
work_keys_str_mv |
AT phakathicharitysharon policyandpracticeenablingordisablingwomensaspirationsforsecondaryschoolprincipalship |
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1719316888370020352 |