Female Educators Transitioning to Leadership Positions: Evaluating the Challenges and Opportunities

Female Educators Transitioning to Leadership Positions: Evaluating the Challenges and Opportunities

Mbusiseni Celimpilo Dube & Mafikeni Andries Mnguni

Issue: Vol.6 No.8 Article 31 pp.1701 – 1714
DOI: https://doi.org/10.38159/ehass.20256831 | Published online 29th July, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

The promotion of female educators to school leadership positions does not come easy. It is sometimes coupled with challenges. These challenges can stand in the way of these women in effective leadership, whereas opportunities to grow can make these women prosper and lead effectively. This research study evaluated the challenges and opportunities for female educators transitioning from teaching to leadership roles. This research study was approached qualitatively using an interpretive paradigm. It was purposively sampled with 10 departmental heads, 10 deputy principals and 10 principals using four groups. Thematic analysis of data revealed the following challenges, i.e. gender stereotypes, lack of capacity-building programmes, exclusion from decision-making platforms and lack of support from the School Management Team. The following opportunities were also revealed, i.e., networking, support from family and friends, knowing and undertaking management roles and responsibilities accordingly, and love and passion for learners. This study recommends that teachers should be taught about equal treatment of leaders irrespective of their gender and accept them as leaders equally. The Department of Basic Education should have capacity building workshops for newly appointed leaders so that they become equipped with knowledge about their leadership roles and responsibilities. The School Management Teams should orient and accommodate newly appointed women leaders and involve them in decision-making and provide support where necessary. This study further recommends that new leaders should network with their peers and experienced leaders until they understand their roles and responsibilities. Newly appointed leaders should ensure that they execute their roles effectively and efficiently and have love and passion for learners.

Keywords: Transitioning; Female Educators; Leadership Positions; Challenges; Opportunities

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ABOUT AUTHOR(S)

Mbusiseni Celimpilo Dube is an Associate Professor in the Department of Educational Foundations in the College of Education at the University of South Africa, Pretoria. He completed his PhD at University of KwaZulu-Natal in 2019. He started his academic career at the University of Zululand, proceeded to North-West University, Potchefstroom campus, and is now at the University of South Africa. He is the primary lecturer for History of Education module for B.Ed Honours students. He is also well established in History Methodology or History Education. He supervises Masters and PhD students. He has published a few papers in teacher education, ranging from teaching practice, lesson planning, and mentoring preservice teachers. He has also published on History teaching and postgraduate supervision.

Mafikeni Andries Mnguni is a Senior Lecturer in the Psychology of Education Department at the University of South Africa, College of Education. He holds a PhD in Psychology of Education from the University of KwaZulu-Natal, obtained in 2018. His research interests include Inclusive Education, Life Orientation (Comprehensive Sexuality Education), and social justice. Currently, he is supervising master’s students. He has examined four master’s dissertations from different Universities.

TO CITE ARTICLE

Dube, Mbusiseni Celimpilo, and Mafikeni Andries Mnguni. “Female Educators Transitioning to Leadership Positions: Evaluating the Challenges and Opportunities.” E-Journal of Humanities, Arts and Social Sciences 6, no. 8 (2025). https://doi.org/10.38159/ehass.20256831.