Critical Analysis Of Experiences Of Female Principals Through Social Role Theory: Case Study Of Barberton Primary Schools, Mpumalanga, South Africa

Women who manage schools encounter numerous hurdles according to a wealth of empirical data from school leadership research. The objective of this study was to examine the experiences of female principals in their position and the strategies they use to deal with these obstacles in some schools in Umjidi district, Barberton Circuit in Mpumalanga Province, South Africa. A qualitative research approach was employed, and purposive sampling was used to collect data. Data were collected through semi-structured, online interviews with four female school principals in the Barberton area and these were analyzed thematically. The social role theory was used as a theoretical framework. Gender stereotypes are stereotypes that people believe about men and women. The findings indicated that female principals in the Barberton still experiences barriers such as gender discrimination, gender inequality, stereotyping and resistance from communities, school discipline, staff and parents displaying negative attitudes, and insubordination by male staff. This shows that the barriers of sexism - social, ethnic and cultural stereotyping; and glass ceilings and glass walls - still exist in the education sector. The study recommends the mounting of gender awareness workshops with both parents and educators to educate them on gender equity issues.