The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools
We investigated and analysed the factors that women teachers consider as barriers to their advancement to headship positions in Zimbabwean primary schools. Specifically, we sought to identify the factors perceived by women school heads to be causes of persistent under-representation of women in scho...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2009-05-01
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| Series: | South African Journal of Education |
| Subjects: | |
| Online Access: | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002009000200006 |
| _version_ | 1819061210509737984 |
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| author | Owence Chabaya Symphorosa Rembe Newman Wadesango |
| author_facet | Owence Chabaya Symphorosa Rembe Newman Wadesango |
| author_sort | Owence Chabaya |
| collection | DOAJ |
| description | We investigated and analysed the factors that women teachers consider as barriers to their advancement to headship positions in Zimbabwean primary schools. Specifically, we sought to identify the factors perceived by women school heads to be causes of persistent under-representation of women in school headship positions. Data were collected through structured face-to-face interviews and focus group discussions with 13 experienced women school heads. The findings revealed that although the majority of the women teachers in the study sample were qualified for promotion to school headship positions, they had not attempted to apply for them. The majority of the women teachers in the study sample were adequately qualified for promotion to school headship positions. Indeed, a large number of them either had a university degree or were pursuing degree studies and also had extensive experience. But most of them had not attempted to apply for school headship and hence were still class teachers. Gender stereotypes were shown to be one of the major causes of persistent under-representation of women in primary school headship. The influence of gender role stereotypes was found to manifest in the form of low self esteem; lack of confidence; women's perception that their role in the family overrides all other roles; and lack of support from the home and the workplace. |
| first_indexed | 2024-12-21T14:39:16Z |
| format | Article |
| id | doaj.art-10d2b85a8b924d70bb140e53dec5c65c |
| institution | Directory Open Access Journal |
| issn | 0256-0100 2076-3433 |
| language | English |
| last_indexed | 2024-12-21T14:39:16Z |
| publishDate | 2009-05-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-10d2b85a8b924d70bb140e53dec5c65c2022-12-21T19:00:14ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332009-05-01292235251The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schoolsOwence ChabayaSymphorosa RembeNewman WadesangoWe investigated and analysed the factors that women teachers consider as barriers to their advancement to headship positions in Zimbabwean primary schools. Specifically, we sought to identify the factors perceived by women school heads to be causes of persistent under-representation of women in school headship positions. Data were collected through structured face-to-face interviews and focus group discussions with 13 experienced women school heads. The findings revealed that although the majority of the women teachers in the study sample were qualified for promotion to school headship positions, they had not attempted to apply for them. The majority of the women teachers in the study sample were adequately qualified for promotion to school headship positions. Indeed, a large number of them either had a university degree or were pursuing degree studies and also had extensive experience. But most of them had not attempted to apply for school headship and hence were still class teachers. Gender stereotypes were shown to be one of the major causes of persistent under-representation of women in primary school headship. The influence of gender role stereotypes was found to manifest in the form of low self esteem; lack of confidence; women's perception that their role in the family overrides all other roles; and lack of support from the home and the workplace.http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002009000200006family responsibilitygender inequalitygender stereotypeslack of confidencelack of supportlow self esteemqualitative studyschool headship |
| spellingShingle | Owence Chabaya Symphorosa Rembe Newman Wadesango The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools South African Journal of Education family responsibility gender inequality gender stereotypes lack of confidence lack of support low self esteem qualitative study school headship |
| title | The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools |
| title_full | The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools |
| title_fullStr | The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools |
| title_full_unstemmed | The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools |
| title_short | The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools |
| title_sort | persistence of gender inequality in zimbabwe factors that impede the advancement of women into leadership positions in primary schools |
| topic | family responsibility gender inequality gender stereotypes lack of confidence lack of support low self esteem qualitative study school headship |
| url | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002009000200006 |
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