Challenges of Female Educators Transitioning to Departmental Heads Positions

Abstract

Promoting female educators to Departmental Head (DH) positions does not come easily for everyone, but it can sometimes be accompanied by challenges. These challenges can stand in the way of newly promoted DHs if solutions to them are not implemented effectively. Therefore, this paper examined the challenges female educators face as they transition to departmental head positions. This study employed a qualitative approach within an interpretive paradigm. This study used purposive sampling to select 10 newly promoted DHs. Semi-structured interviews were used to generate data that were analysed thematically. Findings revealed five themes, which were the lack of support from the School Management Team (SMT), sabotage against newly promoted DHs by other females within the school, gender stereotypes, the lack of capacity-building programmes within the school and exclusion of female DHs from decision-making meetings. In response to the findings, this study proposes that School Management Teams include capacity-building programmes in their yearly strategic plans for newly appointed employees. Gender stereotypes should be discouraged by all means in school situations. The SMTs should embrace and warmly welcome newly appointed SMT members since they are promoted to bring change to new schools. Newly appointed DHs should not be neglected in decision-making meetings, so they are part of the decisions taken. The school principals should instill a sense of unity amongst staff members and ensure that newly appointed staff members are welcomed by all staff members irrespective of race.