Leveraging digital leadership: Female principals leading schools in the 21st Century in KwaZulu-Natal, South Africa

Leveraging digital leadership: Female principals leading schools in the 21st Century in KwaZulu-Natal, South Africa

Ntombikayise Nkosi

Issue: Vol. 7 No.8 2026 Article 8 pp. 2288 – 2300
DOI: https://doi.org/10.38159/ehass.2026788 Published online 30th September 2026

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ABSTRACT

The purpose of this study was to examine how female school principals transform intentional vulnerability into a leadership asset within digital spaces. The study focused on female principals in KwaZulu-Natal, South Africa. It explored how vulnerability supports digital leadership amid gender bias and limited access to technology. The study adopted a qualitative interpretive approach, and a narrative inquiry design was used. Data were generated through in-depth interviews with three female school principals from the same education district. Participants were purposively selected. Thematic analysis was conducted using Braun and Clarke’s six-step framework, utilising the lens of transformational leadership theory. The findings revealed that participants initially resisted digital leadership due to limited digital skills and fear of failure. By embracing vulnerability, they built trust and collaboration with staff. Digital tools such as WhatsApp, Teams, and Zoom enhanced communication and participation. Vulnerability enabled principals to challenge gender bias, strengthen decision-making, and foster inclusive school environments. The study recommends professional development that integrates digital leadership skills with emotional authenticity and mentorship. Moreover, contributes to leadership research by positioning intentional vulnerability as a strategic strength in digital leadership. It offers a new framework for understanding gender-equitable and inclusive leadership in digitally transforming school contexts.

Keywords: Digital leadership, vulnerability, female, transformation, school.

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ABOUT AUTHOR(S)

Dr. Ntombikayise Nkosi is a Senior Lecturer in Sociology at the University of South Africa (College of Education), Department of Educational Foundations. She holds a PhD in Social Justice in Education from the University of KwaZulu-Natal. Previously, she served as Deputy Chief Education Specialist in the Information Systems & Strategic Sub-Directorate at the Gauteng Department of Education. Her career also includes roles at Rosebank College as Head of Academics (Durban campus) and various leadership positions in the KZN Department of Education, including teacher, head of department, deputy principal, and principal of Waterloo Primary School. Dr Nkosi is a grant recipient under the Women in Research (WiR) programme and leads the Women in Leadership and Management (WiLM) project in KwaZulu-Natal. Her work is funded under the UNISA Engaged Scholarship programme and the NRF Switzerland/SA Lead Agency. She has presented her research at numerous national and international conferences and has authored several book chapters and peer-reviewed journal articles. Dr Nkosi has supervised multiple master’s and doctoral students. Her research focuses on gender issues in education and community-based participatory research (CBPR). A strong advocate for gender equality, Dr Nkosi actively challenges stereotypes and misconceptions surrounding women in leadership. She collaborates with communities to provide insights on gender issues and to develop innovative solutions. Her inspiring journey reflects resilience, determination, and the courage to overcome the often-unseen challenges women face.

TO CITE ARTICLE

Nkosi, Ntombikayise. “Leveraging digital leadership: Female principals leading schools in the 21^st Century in Kwazulu-Natal, South Africa,” E-Journal of Humanities, Arts and Social Sciences 7, no.8 (2026): 2288 – 2300. https://doi.org/10.38159/ehass.2026788