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Mutshaeni, H. N. Mudzielwana, N. N. Anwor, A. Ncube, Dingindawo 2016-06-01T12:34:55Z 2016-06-01T12:34:55Z 2016 Ncube, D. 2016. Towards gender equality and equity : challenges and opportunities for women advancement to senior educational management positions. a case of Matabeleland South Region in Zimbabwe. . . http://hdl.handle.net/11602/620 http://hdl.handle.net/11602/620 Ncube D. Towards gender equality and equity : challenges and opportunities for women advancement to senior educational management positions. a case of Matabeleland South Region in Zimbabwe. []. , 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/620 Ncube, D. (2016). <i>Towards gender equality and equity : challenges and opportunities for women advancement to senior educational management positions. a case of Matabeleland South Region in Zimbabwe</i>. (). . Retrieved from http://hdl.handle.net/11602/620 Ncube, Dingindawo. <i>"Towards gender equality and equity : challenges and opportunities for women advancement to senior educational management positions. a case of Matabeleland South Region in Zimbabwe."</i> ., , 2016. http://hdl.handle.net/11602/620 TY - Thesis AU - Ncube, Dingindawo AB - The study sought to evaluate the extent to which the affirmative action policy on the accelerated promotion of women to senior educational management positions has created opportunities for women. The policy was promulgated and implemented in 1995 with the sole purpose of achieving gender parity between men and women in educational management positions. The study was prompted by the underrepresentation of women in senior educational management positions in Matabeleland South province in Zimbabwe against the existence of an affirmative action policy which aimed at increasing the number of women in educational management positions. The study interrogated the effectiveness of the affirmative action policy in creating opportunities for women advancement to senior educational management positions, the challenges experienced by female teachers in ascending to leadership positions, the challenges faced by women in educational management positions, the unintended outcomes and the leadership qualities of women. The study employed a case study design, the qualitative approach and the convenience sampling procedure was used to select study participants. Teachers participated in the study through the focus group discussion while heads of schools, education officers, district education officers and members of the provincial education directorate were engaged through individual interviews. The study revealed that the affirmative action policy on the accelerated promotion of women to senior educational management positions was in place, though not effective because female and male candidates to educational management positions were competing on an equal basis in terms of educational qualifications, experience, and length of service, interview score and the performance rating. Women applicants only supersede their male counterparts in cases where there is a tie after all the above considerations have been made. This approach was found disadvantaging women who in general lack experience and educational qualifications in comparison to their male counterparts hence to date women remain underrepresented in educational management positions in Matabeleland South. The study revealed that women aspiring to ascend to educational management positions lacked family/spouse support and ambitions / confidence to apply for leadership positions. Socio-cultural practices, negative male attitudes about women leadership also constrained women’s v rise to leadership positions. Women in leadership positions face resistance from their subordinates and from members of the greater community who are used to be led by male leaders. The study found that the policy has a labelling effect on women promoted on such policies, it has created disharmony in families as women take their headship portfolios home. Furthermore the study established that home –work conflict causes stress on women in educational management positions .Women were found to be hard workers, less corrupt and produce better results than their male counterparts but are emotionally unstable, use autocratic leadership styles and do not take quality decisions. The study recommended that the Civil Service Commission revise, and disseminate the affirmative action policy so as to increase stakeholders’ awareness so that it can benefit the women, promote more women to headship positions so as to act as role models for other female teachers. The study proposed a model of leadership development in women by creating an enabling environment at home, school, society, and church and government level for gender equality as a pre requite for developing self confidence in the girl child and later in women DA - 2016 DB - ResearchSpace DP - Univen KW - Gender KW - Gender equality KW - Gender equity KW - Affirmative action KW - Senior educational management positions KW - Educational management LK - https://univendspace.univen.ac.za PY - 2016 T1 - Towards gender equality and equity : challenges and opportunities for women advancement to senior educational management positions. a case of Matabeleland South Region in Zimbabwe TI - Towards gender equality and equity : challenges and opportunities for women advancement to senior educational management positions. a case of Matabeleland South Region in Zimbabwe UR - http://hdl.handle.net/11602/620 ER - 1 online resource (xiii, 212 leaves) DEd Department of Educational Management The study sought to evaluate the extent to which the affirmative action policy on the accelerated promotion of women to senior educational management positions has created opportunities for women. The policy was promulgated and implemented in 1995 with the sole purpose of achieving gender parity between men and women in educational management positions. The study was prompted by the underrepresentation of women in senior educational management positions in Matabeleland South province in Zimbabwe against the existence of an affirmative action policy which aimed at increasing the number of women in educational management positions. The study interrogated the effectiveness of the affirmative action policy in creating opportunities for women advancement to senior educational management positions, the challenges experienced by female teachers in ascending to leadership positions, the challenges faced by women in educational management positions, the unintended outcomes and the leadership qualities of women. The study employed a case study design, the qualitative approach and the convenience sampling procedure was used to select study participants. Teachers participated in the study through the focus group discussion while heads of schools, education officers, district education officers and members of the provincial education directorate were engaged through individual interviews. The study revealed that the affirmative action policy on the accelerated promotion of women to senior educational management positions was in place, though not effective because female and male candidates to educational management positions were competing on an equal basis in terms of educational qualifications, experience, and length of service, interview score and the performance rating. Women applicants only supersede their male counterparts in cases where there is a tie after all the above considerations have been made. This approach was found disadvantaging women who in general lack experience and educational qualifications in comparison to their male counterparts hence to date women remain underrepresented in educational management positions in Matabeleland South. The study revealed that women aspiring to ascend to educational management positions lacked family/spouse support and ambitions / confidence to apply for leadership positions. Socio-cultural practices, negative male attitudes about women leadership also constrained women’s rise to leadership positions. Women in leadership positions face resistance from their subordinates and from members of the greater community who are used to be led by male leaders. The study found that the policy has a labelling effect on women promoted on such policies, it has created disharmony in families as women take their headship portfolios home. Furthermore the study established that home –work conflict causes stress on women in educational management positions .Women were found to be hard workers, less corrupt and produce better results than their male counterparts but are emotionally unstable, use autocratic leadership styles and do not take quality decisions. The study recommended that the Civil Service Commission revise, and disseminate the affirmative action policy so as to increase stakeholders’ awareness so that it can benefit the women, promote more women to headship positions so as to act as role models for other female teachers. The study proposed a model of leadership development in women by creating an enabling environment at home, school, society, and church and government level for gender equality as a pre requite for developing self confidence in the girl child and later in women en Gender Gender equality Gender equity Affirmative action Senior educational management positions Educational management UCTD 371.2011082096891 Education -- Zimbabwe Women executives -- Zimbabwe Gender identity in education -- Zimbabwe Sex discrimination -- Zimbabwe Towards gender equality and equity : challenges and opportunities for women advancement to senior educational management positions. a case of Matabeleland South Region in Zimbabwe Thesis open.access