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Abstract
The aim of this study was to examine the leadership challenges thatfemale school principals face and the strategies they use to deal with these challenges in terms of leading schools in the Inanda, Ntuzuma and KwaMashu (INK) area of Durban, South Africa. The literature was consulted to provide a deeper level of understanding of leadership in relation to schools. A qualitative research approach was employed and purposive sampling was used. Data were collected through semi-structured, face-to-face interviews with 15 female school principals in the Durban INK area and these were analysed thematically. The findings indicated that female principals in the Durban INK area face challenges related to human resource management within and outside the school, financial matters, and curriculum management. The results highlighted the critical need for various stakeholders to support female principals, as well as those females who aspire to be principals.
Keywords: female principals; schools; challenges; South Africa
Introduction
The study examined the challenges facing female school principals and the strategies they use to deal with these challenges in the Inanda, Ntuzuma and KwaMashu (INK) area in Durban, South Africa. Despite many efforts by the South African government, female principals still face ongoing prejudices (Diko, 2014). South Africa is 24 years into democracy, and yet female school principals still face unique challenges and difficulties in their leadership roles. Msila (2013) argued that some female principals have internalised that they were not made to lead - not because of their ability, but because of the way society views them. The study could contribute to female school principals feeling that their voices are heard (Khaled & Al-Jaradat, 2014). It has been highlighted that the barriers of sexism - social, ethnic and cultural stereotyping; and glass ceilings and glass walls - still exist in the education sector (Naidoo & Perumal, 2014).
Literature review
Different scholars define leadership in many ways, depending on their understanding of the term and their experiences. Many researchers examine how leaders behave to determine their leadership styles and how their behaviours relate to effectiveness in leadership (Daft, 2018). Leadership is defined as an influence relationship among leaders and followers, who intend to make real changes and outcomes that reflect their shared purposes (Daft, 2018). Schools are centres of learning and...