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Relevant bibliographies by topics / Women school principals – Lesotho

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Academic literature on the topic 'Women school principals – Lesotho'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Women school principals – Lesotho"

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Tok, Türkay Nuri, and Nesrin Yalçın. "Women School Principals In The Eyes of School Principals." Pamukkale University Journal of Social Sciences Institute 2017, no. 28 (2017): 353–66. http://dx.doi.org/10.5505/pausbed.2017.36025.

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Rashidzadeh, Mohammad Ali. "Burnout among Iranian School Principals." Psychological Reports 90, no. 1 (February 2002): 61–64. http://dx.doi.org/10.2466/pr0.2002.90.1.61.

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This study investigated burnout among Iranian school principals. Also, the relationships of sex, years of administration, age, and marital status were considered. The sample were 200 principals (100 men, 100 women) who completed the Friedman School Principal Burnout Scale. Analysis showed principals who completed the scale felt exhausted, aloof, and deprecated. The women scored lower. There were significant correlationships between marital status and years of administration with the scores on burnout.

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Morris, Jeanette. "Managing Women: Secondary school principals in Trinidad and Tobago." Gender and Education 11, no. 3 (September 1999): 343–55. http://dx.doi.org/10.1080/09540259920627.

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Wrushen, Barbara Rivers, and Whitney H. Sherman. "Women secondary school principals: multicultural voices from the field." International Journal of Qualitative Studies in Education 21, no. 5 (September 2008): 457–69. http://dx.doi.org/10.1080/09518390802297771.

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Ispa-Landa, Simone, and Sara Thomas. "Race, Gender, and Emotion Work among School Principals." Gender & Society 33, no. 3 (January 22, 2019): 387–409. http://dx.doi.org/10.1177/0891243218821920.

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Researchers have highlighted how gendered associations of femininity with emotional labor can complicate professional women’s attempts to exercise managerial authority. However, current understandings of how race and gender intersect in professional women’s emotional labor remain limited. We draw on 132 interviews from eight white women and 13 women of color who are novice principals. White women began the principalship wanting to establish themselves as emotionally supportive leaders who were open to others’ influence. They viewed emotional labor as existing in tension with showing authority as a leader. Over time, however, most white women reported adopting more directive practices. By contrast, women of color reported beginning the principalship with a more directive, take-charge leadership style. They viewed emotional labor and authority as part of a blended project and did not talk about these two aspects of leadership as existing in tension. Over time, their self-reported leadership style changed little. We analyze our findings in light of recent theorizing about gender and intersectionality.

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Khumalo, Shuti Steph. "ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 47–59. http://dx.doi.org/10.33225/pec/21.79.47.

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School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment. This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices. Key words: social justice, women principals, sexual harassment, primary schools, insubordination, self-esteem, self-image

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Badrus and Lilik Sri Wahyuni. "Kepemimpinan Kepala Sekolah Perempuan Lembaga Pendidikan Islam Dasar Di Kecamatan Nglegok Kabupaten Blitar." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 9, no. 2 (August 26, 2019): 145–58. http://dx.doi.org/10.33367/ji.v9i2.974.

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This study aims to: (1) describe the Leadership of Women's School Principals in Nglegok, Blitar Regency; (2) describing the factors that support and hinder the leadership of women school principals in Nglegok, Blitar Regency. This research is a qualitative research. The research sites are Islamic Elementary Echool “Kreatif Zaid Bin Tsabit”, Primary School Ngoran 02, and Integrated Islamic Elementary School Wildan Mukholladun Nglegok Blitar. Resource persons for the study are principals, teachers, and operators. Data collection uses participant observation, interviews, and documentation. Data validity uses triangulation with data sources. Data analysis techniques by data reduction, data presentation, data analysis, drawing conclusions, and verification. The results showed: (1) Leadership of female school principals in Nglegok Sub-District, Blitar Regency had been going well, it was proven that the school principal had carried out several strategic policies. (2) Factors that support the leadership of female school principals in Nglegok District, Blitar Regency include government policies, technological advances, increased awareness of the potential and existence of women, state recognition of women's potential, human rights enforcement and a democratic system. While the inhibiting factors are rigidity in interpreting the text of religion, feelings of doubt and lack of confidence in some women.

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Aaron, Tiffany S. "Black Women: Perceptions and Enactments of Leadership." Journal of School Leadership 30, no. 2 (August 26, 2019): 146–65. http://dx.doi.org/10.1177/1052684619871020.

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This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.

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Fennell, Hope-Arlene. "Women Principals as Leaders: A Case Study." Journal of School Leadership 4, no. 6 (November 1994): 672–707. http://dx.doi.org/10.1177/105268469400400605.

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Discussed in this paper are experiences with leadership and power from the points of view of four women elementary school principals and the teachers with whom they work. Focused on the concepts of leadership, communication, decisionmaking, and conflict resolution, data were collected through semi-structured and unstructured interviews with principals, and surveys and structured interviews with teachers. Interview data were analyzed by transcription to determine emergent themes; survey data were analyzed statistically. Findings included descriptions of principals’ uses of facilitative power from their self reports and the reports of those teachers with whom they worked. The paper also provides examples of power as both a multi-dimensional and multi-directional concept.

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Bairašauskienė, Lina. "Women in Lithuanian School Management: An Ethnographic Perspective." Acta Paedagogica Vilnensia 45 (December 28, 2020): 110–26. http://dx.doi.org/10.15388/actpaed.45.7.

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The research takes on a transdisciplinary approach, focusing on paths of how female school principals construct and develop professional identity. Two major approaches to professional identity include a feminist standpoint and a social constructionist approach. The former claims are that females are underrepresented as leaders in most facets of work life due to gender role stereotypes, prejudices, and unequal power distribution. The latter subscribes to the notion that a person’s identities are multiple and fluid due to their cultural, historic, and social situatedness. According to a feminist standpoint, female identities are developed very differently from their male counterparts as a systemic hierarchy of inequity above the principalship is recognized. Despite the fact that the number of female school principals has been growing in the field of education management, a masculine approach is still being applied in this sphere due to the prevailing dominance of power culture in the society. The study is framed as an ethnographic case study. It aims to understand, investigate, and discover the patterns of how professional identity, as a cultural construct, is acquired in the context of concepts of agency, power relations, subjectivities within gender, and social analysis, encompassing multiple interactions in institutionalized processes and systems by which they are formed, shaped, and reshaped over time.

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Dissertations / Theses on the topic "Women school principals – Lesotho"

1

Mabusela, Mapula Rebecca. "How women principals negotiate school culture." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.

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Moore, D. Chanele. "Navigating complex terrain black women school principals and assistant principals negotiating race at work /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 204 p, 2009. http://proquest.umi.com/pqdweb?did=1833625931&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Mosothoane, Motena Bernice. "A capability analysis of the working relationships between principals and chairpersons of school management committees in Lesotho." University of the Western Cape, 2012. http://hdl.handle.net/11394/7065.

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Magister Educationis - MEd
A larger number of schools in Lesotho are owned and controlled by churches whereas the government pays teachers’ salaries and provides school facilities through the national budget. It is through this partnership that the Lesotho government and the churches have a strong link that characterises the Lesotho school management system. However, there have been some major shifts taking place in the education sector of Lesotho that are affecting the way schools are organised, managed and governed. The BCP government considered to revise all the education bills which resulted in the enactment of the LEA of 1995. The LEA of 1995 vested the responsibility of the management of primary schools on democratically elected committees. The study investigated the working relationships between principals and chairpersons of school management committees (SMCs) of selected church primary schools in Lesotho. The focus of the study was to analyse the working relationships between principals and chairpersons of the SMCs towards their roles and responsibilities as set out in the LEA of 1995. The study was approached from the capability approach. The core of the capability approach is to evaluate the achievement of a society by paying attention to what its members are able to be and to do. One of the roles of the SMCs is to allocate resources in schools by recommending for the appointment of teachers. Therefore, the study utilised the capability approach in order to explore the freedoms that principals have towards choosing resources that they want for schools. The study adopted the qualitative research approach. Data was collected through three qualitative research instruments namely, semi-structured interviews, observations and document analysis. The interviews were conducted for 16 participants who comprised the chairpersons of the two SMCs (RCC and LEC), principals’ representatives, teachers’ representatives and principals who were non-members of the SMCs. The purpose of the observations was to observe the physical environments, the behaviours of schools as well as the general availability of resources. Document analysis was done in order to draw on the conclusions of the contents of the SMCs’ records of minutes, schools’ financial reports and progress reports. The researcher used different methods of data collection in order to find answers to the research questions and also to achieve the aims of the study. The researcher used both constant comparative method and content analysis to analyse data. The data was analysed and interpreted against the views of the participants and literature review. The study confirmed that in both of the SMCs, most of the principals generally had satisfactory working relationships with the chairpersons. The findings of this study revealed that even though the SMCs perform their roles and responsibilities as set out in the LEA of 1995, there are some broad challenges that church schools face that emanate from the social conversion factors such as social norms, culture and practices within church schools, and environmental conversion factors like geographical locations. The findings further revealed that lack of adequate resources such as classrooms and teachers hampered the teachers’ capability to deliver instruction in a normal way because they had to teach multi-grades. These were found to be the challenges that affected the principals’ freedoms and capabilities to use and convert resources into achievement. Furthermore, the study exposed fair decision-making regarding resource allocation by the SMCs. Principal were free to use school funds as long as they submit the financial reports to the SMCs at the end of the year. However, the conclusion drawn from document analysis showed that not all the schools under study submitted financial reports. The findings reflect that there are no transparent guarantees in some of the school regarding the control and use of school funds. The findings of this study have some implications and recommendations to the Ministry of Education and training, church schools, teachers and principals who wish to work in church schools. The study recommends that the Ministry of Education and Training should reconsider the representation of one principal for six schools in the SMCs by establishing the school management system that calls for one school management committee per school. The Ministry of Education and Training in partnership with churches should make efforts to delineate the appropriate roles of churches in the provision of education with regard to the local hiring system whereby the SMCs select teachers to be appointed in their schools. Teachers should be transferred to the schools where multi-grade teaching is still practised in order to rationalise distribution of teachers in church schools. Principals and teachers should make informed decisions when choosing the schools that they want to work at, especially if it is a church school. They should make sure that the church schools they choose to be appointed to shall serve their beliefs, not only to focus on salaries.

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Bertl, Mary F. "A Study of the Job Satisfaction of Female Principals and Vice-Principals in Texas Public Schools." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330717/.

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This study is designed to determine the degree to which female principals and vice-principals in Texas derive job satisfaction from their work and to identify those factors, both negative and positive, which affect the job satisfaction of these principals and vice-principals. A single questionnaire was used to collect the data for this study. Usable questionnaires were returned by 331 vice-principals and 504 principals. These represented 336 school districts throughout the state. Respondents were compared as to their view of their overall job satisfaction, the importance assigned to intrinsic and extrinsic job facets, their satisfaction with intrinsic and extrinsic job facets, and the differences in facet satisfaction connected with various personal characteristics.

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Stead, Virginia M. "School council implementation, women principals' experiences with a policy for improving school leadership." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0024/MQ52079.pdf.

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Mulbrandon, Charla Ann Weibel Lynn Mary Ann. "Selected variables that contribute to career patterns of female administrators." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514780.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 9, 2005. Dissertation Committee: Mary Ann Lynn (chair), Kenneth H. Strand, Ronald L. Laymon, Samuel T. Price, Larry D. Kennedy. Includes bibliographical references (leaves 100-104) and abstract. Also available in print.

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Kingman, Lo Ip-shan Alice, and 盧業珊. "Hong Kong secondary school women principals: a study of gender bias." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956075.

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Kingman, Lo Ip-shan Alice. "Hong Kong secondary school women principals : a study of gender bias /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836559.

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Hansen, Jan Bradshaw. "A Qualitative Study of Women High School Principals' Career Life Histories." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2158.

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Gender inequalities in the workplace continue to plague aspiring career- directed women. In public education, it is established that there are fewer women high school principals than there are men. In a profession predominantly employing women, the question remains, “Where are the women high school administrators”? This study examines the sociopolitical gender systems and psychological dynamics that perpetuate gender inequality. It then discusses the encumbered or constrained choices women make that are burdened or made more complicated by gendered sociopolitical or psychological dynamics. The study is a qualitative study narrowing the life-history method with an innovative career life-history focus. Seven high school women principals were interviewed and then data were transcribed and analyzed. Participants provided an external participant who shared their perspectives of the career life histories of these women principals, which added to the richness of the data analysis. Resumes of the principal participants were collected for triangulation purposes. Finally, a narrative from the data analysis was written. The findings reveal unintentional career journeys. The women in the study were invited to join administrative teams, reluctantly accepted, and embarked on their career journey, psychologically transitioning from teacher to administrator. They navigated through sociopolitical systems and barriers, finding support from family, supervisors, and friends. The women’s new identities led to reconfigured families and brought diversity to high school administrative teams.

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Mack, Yejide Safiya. "Leading School Improvement: African American Women Principals in Urban Educational Settings." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276534166.

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Books on the topic "Women school principals – Lesotho"

1

Hervé, Hamon, ed. Madame le proviseur. Paris: Seuil, 1988.

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Sheḥiḳah ṿe-hitḥadshut: Sipur ḥayehen shel menahalot bate-sefer be-Yiśraʾel. Beʾer Sheva: Universiṭat Ben-Guryon, 2002.

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Wingård, Britta. Att vara rektor och kvinna. Uppsala: S. Academiae Ubsaliensis, 1998.

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Conference of Religious of Ireland. Education Commission. Women for leadership in education. Dublin: Education Commission of the Conference of Religious of Ireland, 1994.

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With a pen in my hand: Memoirs of Ruth Flashoff. Wellington, N.Z: Steele Roberts, 2000.

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Shan ye de ying guang: Xi bu xiang cun nü xiao zhang shou ji. Beijing Shi: Zhongguo jing ji chu ban she, 2013.

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Josei kōchō no tōyō to kyaria ni kansuru kenkyū: Senzenki kara 1980-nendai made no kōritsu shōgakkō o taishō to shite. Tōkyō: Kazama Shobō, 2006.

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Women as headteachers: Striking the balance. Stoke-on-Trent, UK: Trentham, 2002.

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Nattiel-Soltermann, Marlis. Portrait einer Dynastie: Leiterinnen der Kindergartenseminare im Kanton Bern zwischen weiblichem Herrschaftsanspruch und staatlicher Legitimation 1917-2005. Zürich: LIT-Verlag, 2010.

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Palfrey, Evelyn. Everything in its place. New York: Scribner Paperback Fiction, 2002.

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Book chapters on the topic "Women school principals – Lesotho"

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Akar, Bassel, and Maha Mouchantaf. "Social [In]Justices of Women as School Principals in Lebanon." In International Handbook of Educational Leadership and Social (In)Justice, 705–27. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6555-9_37.

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Chan, Anita K. W. "Making Sense of Their Career Pathways: The Work Narratives of Women Primary School Principals in Hong Kong." In Inequalities in the Teaching Profession, 157–78. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137328601_9.

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"Leadership in a multicultural school." In Women Principals in a Multicultural Society, 139–54. Brill | Sense, 2006. http://dx.doi.org/10.1163/9789087901141_010.

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Kıral, Bilgen. "Women Principals' Career Paths." In Advances in Educational Marketing, Administration, and Leadership, 258–77. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7772-0.ch014.

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The managerial career has always been perceived as a man's realm, but this perception is changing. It is the same for schools like other organizations. The number of women principals is increasing, and perceptions are changing in a way that women can also take up such positions. However, women teachers face more difficulties and barriers compared to men when they take up an administrative career. This chapter looks into the career planning and pre-career process of women school principals, their stages of the career development, the barriers and difficulties they encounter during the career development, and the strategies they employ to cope with them within the framework of the career construction theory.

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Kıral, Bilgen. "Women Principals' Career Paths." In Research Anthology on Challenges for Women in Leadership Roles, 298–317. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8592-4.ch017.

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The managerial career has always been perceived as a man's realm, but this perception is changing. It is the same for schools like other organizations. The number of women principals is increasing, and perceptions are changing in a way that women can also take up such positions. However, women teachers face more difficulties and barriers compared to men when they take up an administrative career. This chapter looks into the career planning and pre-career process of women school principals, their stages of the career development, the barriers and difficulties they encounter during the career development, and the strategies they employ to cope with them within the framework of the career construction theory.

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Brown, Jeannette E. "Chemists Who Work for the National Labs or Other Federal Agencies." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0009.

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Dr. Patricia Carter Sluby (Fig. 5.1) is a primary patent examiner retired from the US Patent and Trademark Office and formerly a registered patent agent. She is also the author of three books about African American inventors and their patented inventions. Patricia’s father is William A. Carter Jr., and her mother is Thelma LaRoche Carter. Her father was the first black licensed master plumber in Richmond, VA, and his father also had the same distinction in Columbus, OH, years earlier. Her father was born in Philadelphia, PA, and attended college. Her grandfather went from Virginia to look for work in Canada and became a stonemason. Later he relocated back to the United States, where he soon married in Boston, MA, and several of his children were born there. Later, the family moved to Philadelphia where Patricia’s father was born. Her mother, who attended Hampton Institute, taught school and later managed the office for Patricia’s father’s business. Patricia’s mother was born and raised in Richmond, as were most of her maternal relatives. Patricia had three brothers. They were all born during segregation in Richmond, the former capital of the Confederacy. Patricia was born on February 15, in Richmond. She attended kindergarten through eighth grade in segregated schools that were within walking distance of home. In school, they studied from hand-me-down books, but her black teachers were well trained and well informed. They had bachelor’s degrees; some had master’s or even PhD degrees. To go to high school, Patricia took a city bus across to the east side of town, to the newly built school for black students, which incorporated eighth grade through twelfth grade. Her teachers were excellent instructors who lived in her neighborhood and knew her parents quite well. The teachers looked out for the neighborhood kids and acted as surrogate parents outside the confines of the home. Teachers and principals were also great mentors, dedicated to their craft; they encouraged students to understand the world and function as responsible adults. Patricia excelled in science and math.

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