Experiences of female principals regarding leadership and management support received from school stakeholders in Ekurhuleni Education District

Abstract

This study explored the experiences of female principals regarding the support they receive or do not receive from various stakeholders within the Ekurhuleni Education District, South Africa. The study focused on how stakeholder support influences leadership and management performance, how female principals' strategies they use, and support structure are required to strengthen their leadership roles. The purpose of this study was to investigate the experiences of female principals in educational leadership, with particular attention to the nature and effects of stakeholders’ support in their professional roles. A qualitative research approach was used, and a multiple-site case study design was adopted, with data collected through semi-structured interviews and observations during the interviews. The study indicate that leadership and management experiences of female principals are strongly associated with effective stakeholder support, including collaboration with teachers, engagement with parents, and support from School Governing Bodies (SGB). It means that such support from the different stakeholders promotes accountability, shared responsibility, and improved school performance. Conversely, negative experience is linked to inefficient stakeholder support and gendered expectations that undermine authority. Female principals address these challenges by fostering shared visions, promoting collaboration, delegating responsibilities and building professional networks to enhance their leadership and management responsibilities. The study concludes that effective stakeholder support is essential for enabling female principals to lead successfully. It recommends strengthening collaborative practices, enhancing stakeholder accountability, and promoting gendersensitive leadership approaches.