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Experiences of Female School Principals on Resilient Leadership Practices in Leading and Managing Rural Schools

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Title: Experiences of Female School Principals on Resilient Leadership Practices in Leading and Managing Rural Schools
Language: English
Authors: Buhle Stella Nhlumayo (ORCID 0000-0002-0598-3988)
Source: Research in Educational Administration & Leadership. 2025 10(3):868-897.
Availability: EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: https://dergipark.org.tr/en/pub/real/archive
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Principals, Women Administrators, Resilience (Psychology), Rural Schools, Leadership, Foreign Countries, Sex Role, Gender Discrimination, Community Role
Geographic Terms: South Africa
ISSN: 2564-7261
Abstract: While there is a growing body of literature on educational leadership, gender and leadership, and rural schooling challenges in South Africa, there remains a notable lack of in-depth, context-specific research focusing on resilient leadership practices of female school principals. Female school principals have to deal with unfair gendered expectations from different stakeholders when performing their leadership responsibilities. The paper aimed to investigate how female principals in rural schools practice resilient leadership in the face of gender-based challenges owing to their identity as females. Grounded in social role theory, which posits that individuals' behaviours and responsibilities are shaped by societal expectations associated with their gender. Underpinned by the qualitative and interpretive paradigm, this paper used phenomenology as a research design, centered around female school principals' lived experiences. Data were gathered through semi-structured interviews with three participants and analysed using thematic analysis. Findings revealed that communities are enablers of gendered expectations from female school principals; female school principals end up possessing elevated levels of emotional intelligence, competence, and confidence compared to their male counterparts, and lastly, demonstrating sustained perseverance and resolute determination facilitated their success in leadership positions. The paper recommends community engagement, policy changes, and capacity-building programs to sensitize communities to undoing entrenched gender prejudices in educational leadership.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485895
Database: ERIC
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  Data: Experiences of Female School Principals on Resilient Leadership Practices in Leading and Managing Rural Schools
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  Data: <searchLink fieldCode="AR" term="%22Buhle+Stella+Nhlumayo%22">Buhle Stella Nhlumayo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0598-3988">0000-0002-0598-3988</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Educational+Administration+%26+Leadership%22"><i>Research in Educational Administration & Leadership</i></searchLink>. 2025 10(3):868-897.
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  Data: EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: https://dergipark.org.tr/en/pub/real/archive
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  Data: 2564-7261
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  Data: While there is a growing body of literature on educational leadership, gender and leadership, and rural schooling challenges in South Africa, there remains a notable lack of in-depth, context-specific research focusing on resilient leadership practices of female school principals. Female school principals have to deal with unfair gendered expectations from different stakeholders when performing their leadership responsibilities. The paper aimed to investigate how female principals in rural schools practice resilient leadership in the face of gender-based challenges owing to their identity as females. Grounded in social role theory, which posits that individuals' behaviours and responsibilities are shaped by societal expectations associated with their gender. Underpinned by the qualitative and interpretive paradigm, this paper used phenomenology as a research design, centered around female school principals' lived experiences. Data were gathered through semi-structured interviews with three participants and analysed using thematic analysis. Findings revealed that communities are enablers of gendered expectations from female school principals; female school principals end up possessing elevated levels of emotional intelligence, competence, and confidence compared to their male counterparts, and lastly, demonstrating sustained perseverance and resolute determination facilitated their success in leadership positions. The paper recommends community engagement, policy changes, and capacity-building programs to sensitize communities to undoing entrenched gender prejudices in educational leadership.
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      – Text: English
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        PageCount: 30
        StartPage: 868
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      – SubjectFull: Women Administrators
        Type: general
      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Rural Schools
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      – SubjectFull: Leadership
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Sex Role
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      – SubjectFull: Gender Discrimination
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      – SubjectFull: Community Role
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      – SubjectFull: South Africa
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      – TitleFull: Experiences of Female School Principals on Resilient Leadership Practices in Leading and Managing Rural Schools
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