Breaking the glass ceiling: an examination of gendered barriers in school leadership progression in South Africa

This research study adopted a social constructivist worldview to explore the gendered barriers that hinder female leaders’ progression into leadership positions in schools. The study employed a qualitative approach, to delve into the experiences of female school leaders. Purposive sampling was used to select female school principals, deputy principals, and departmental heads from three public schools in the Johannesburg Central district. Semi-structured interviews were conducted to collect data, and qualitative content analysis techniques were applied to analyze the data. Key findings revealed that female school leaders follow deliberate and structured paths to attain leadership positions, emphasizing the importance of a methodical approach. Gender bias, disrespect, family related challenges and inequality persists within the workplace, affecting interactions with colleagues and school governing bodies, though most female candidates make strides to overcome these challenges through their mentoring and open communication. Participants’ lived experiences reflect both positive and negative aspects, influenced by the perspectives and attitudes of others. Recommendations include ongoing training and mentorship programs for female leaders, tailored to address their unique needs and challenges. Schools should establish transparent and bias-free evaluation processes to provide equal opportunities for leadership roles, promoting inclusivity and diversity, leading to quality relevant education. Continuous evaluation of these initiatives is crucial to ensure their effectiveness in fostering gender equality in school leadership. This research contributes to a deeper understanding of the gendered barriers faced by female school leaders and provides actionable recommendations to promote their advancement in educational leadership roles, ultimately benefiting the educational system.