Exploring teachers’ experiences on the women's representation in the school’s governance at secondary schools in the Thabo Mofutsanyane district, South Africa

Simphiwe Dube

doi:10.38140/ijsse.v1i1.1349

Authors

Simphiwe Dube University of the Free State, South Africa

DOI:

https://doi.org/10.38140/ijsse.v1i1.1349

Keywords:

Underrepresentation, Governance of the schools, Gender Parity

Abstract

This study investigates teachers' experiences regarding the representation of women in school governance within the Thabo Mofutsanyane district of Free State, South Africa. It employed a qualitative research approach and a case study design, employing semi-structured interviews for data collection. Participants were purposefully selected from four secondary schools in the district. The data were analysed using a thematic analysis model. The findings indicate that female teachers encounter significant challenges in governance roles at secondary schools, despite comprising the majority among their colleagues. This study recommends that female teachers be afforded the same opportunities as their male counterparts to assume administrative roles within school governance, provided they meet all the necessary qualifications. Specifically, the analysis reveals that, despite their numerical dominance, female teachers remain at a disadvantage compared to male teachers when it comes to attaining principal positions.

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