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Policy and practice : enabling or disabling women's aspirations for secondary school principalship
Dissertation (MEd)--University of Pretoria, 2016.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613575612203008 |
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| access_status_str | Open Access |
| author2 | Pillay, Venitha |
| author_browse | Pillay, Venitha |
| author_facet | Pillay, Venitha |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2016. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/60973 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:19.968Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/60973 Policy and practice : enabling or disabling women's aspirations for secondary school principalship Pillay, Venitha u12310931@tuks.co.za Phakathi, Charity Sharon UCTD Capabilities Approach Education policy Women principals Secondary schools Education theses SDG-04 SDG-04: Quality education Dissertation (MEd)--University of Pretoria, 2016. This study seeks to understand how policy and practice enables or disables women's aspirations for secondary school leadership. The study focuses on women deputy principals and woman principal who have applied for principalship and details their accounts of the resonances and dissonances of policy and practice. This qualitative study uses a narrative design. The data collected from three female deputy principals, one of whom was acting as a principal and one a newly appointed principal at the time of the interviews. The main form of data collection was a series of interviews with each participant. The findings confirm that the policy environment is favourable for women, but in its implementation, there are factors that constrain the aspirations of women for secondary school leadership. Gender stereotypical perceptions of women by the school governing bodies and a patriarchal social context are seen as significant constraints for women seeking leadership positions. It was also evident that prevailing school leadership frequently works with school governing bodies to undermine and thwart the ambitions of female deputy principals and those unions rarely play a supportive role to potential women leaders. Data is analysed using the Capabilities Approach. In this study, the Capabilities Approach suggests that environmental and social conversion factors seem to be obstacles affecting women's agency to achieve the desired outcome of becoming a principal. 2024dzm Education Management and Policy Studies MEd Unrestricted 2017-06-08T13:07:08Z 2017-06-08T13:07:08Z 2017-05-09 2016 Dissertation Phakathi, CS 2016, Policy and practice : enabling or disabling women's aspirations for secondary school principalship, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60973> A2017 http://hdl.handle.net/2263/60973 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Capabilities Approach Education policy Women principals Secondary schools Education theses SDG-04 SDG-04: Quality education Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
| title | Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
| title_full | Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
| title_fullStr | Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
| title_full_unstemmed | Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
| title_short | Policy and practice : enabling or disabling women's aspirations for secondary school principalship |
| title_sort | policy and practice enabling or disabling women s aspirations for secondary school principalship |
| topic | UCTD Capabilities Approach Education policy Women principals Secondary schools Education theses SDG-04 SDG-04: Quality education |
| url | http://hdl.handle.net/2263/60973 |