NAVIGATING MARGINALITY: RECLAIMING AND UNDERSTANDING THE STATUS AND EXPERIENCES OF ZIMBABWEAN WOMEN WHO OCCUPY EDUCATIONAL LEADERSHIP ROLES

NAVIGATING MARGINALITY: RECLAIMING AND UNDERSTANDING THE STATUS AND EXPERIENCES OF ZIMBABWEAN WOMEN WHO OCCUPY EDUCATIONAL LEADERSHIP ROLES

PAUL MUPA

The twenty-first century has seen very few women profiled in educational leadership positions. Women need to break through the glass ceilings in order to navigate marginality. Many African governments are signatories to the convention of gender
equity and equality and vowed to fight against any forms of discrimination that bar women from positions and hinder their career development. Yet real obstacles remain. Women are still concentrated in the lower ranks of educational leadership
positions with the majority as deputy heads of schools while a minority take the headship positions. Breaking through the glass ceiling still appears elusive for all but a select few. This study was meant to analyse the experiences of those women
who are already in leadership positions in education. A qualitative research was carried out to establish experiences and opportunities by women to break the glass ceilings that affect their statuses in educational organisations. Interviews were used to generate data from women in management positions in the education department in Masvingo Province in Zimbabwe. Purposeful sampling was employed to select 10 women leaders. The study recommends creation of positive attitudes towards women, minimising gender stereotypes; crafting policies that promote gender equity, among others.

Open and Distance Learning Journal Special Edition