Breaking Barriers and Building Bridges: Unveiling the Enablers of Women School Leaders to Overcome Gender Inequality in KwaZulu-Natal, South Africa

Abstract

This paper examined the enablers of women school leaders in KwaZulu-Natal, South Africa, which can be leveraged to address persistent challenges of gender inequality. Globally, women in leadership roles face numerous obstacles that hinder their professional growth and negatively impact their well-being. Despite ongoing gender equity initiatives in South Africa, women continue to experience gender discrimination. This study aimed to identify the enablers that women in school leadership could utilise to mitigate the adverse effects of societal expectations on their gender identity. Using a phenomenological Community-Based Participatory Research (CBPR) design, the research focused on empowering and collaborating with women school leaders. The paper is framed within the critical pedagogy theory (CPT), which advocates for the examination of power structures and patterns of inequality, urging women to awaken their critical consciousness in the pursuit of emancipation from oppression. Data was gathered through individual face-to-face interviews with Deputy Principals (DPs), one Head of Department (HD), and two school principals, and analysed thematically. The findings revealed three key themes that women in leadership roles use to navigate and counteract gendered expectations: networking, the revision of outdated policies, and mentoring for change. By emphasising these enablers, the study outlines practical strategies that can assist women school leaders in effectively combating gender inequality and successfully leading their schools. Further implications for practice include the need for continuous professional development and capacity-building sessions aimed at empowering women in school leadership. Additionally, the paper advocates for societal empowerment through training sessions and seminars aimed at alleviating gender discrimination.