WHEN THE HEADMASTER IS A WOMAN: CHALLENGES OF NAVIGATING SCHOOL CULTURE IN SOUTH AFRICAN PUBLIC SCHOOLS

This study reports on the findings of a qualitative case study conducted in the Northwest province of South Africa. The purpose of the study was to understand how female principals negotiate school culture within schools. Cultures are characterized by aspects such as different behaviors, communication styles, norms, slogans, and ceremonies. The argument in this study is that female principals have challenges in negotiating school culture. Women are marginalized due to their gender and have to overcome obstacles to lead the way where stakeholders need to be involved in decision-making processes. Studies demonstrate that the school culture domain is a male-dominated field locally and internationally. Due to the exclusion and underrepresentation of women prevalent in this arena, it is difficult for them to practice as core partners. Data collection employed the use of face-to-face semi-structured interviews, observation, and document analysis. The sample consisted of three purposively selected women principals from different categories of schools in South Africa. Findings revealed that women still face various challenges in their endeavors to negotiate school culture. These are challenges such as stakeholder resistance, gossip, cliques, disrespect and isolation, problem-saturated conversations, political realities, lack of resources, and hectic schedules. The recommendation is that the Department of Education should provide constant and sustainable support to empower women with the necessary skills to survive in their roles as leaders.