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All Journal EDUCATIO : Journal of Education International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Zvisinei Moyo
University of Johannesburg
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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CRACKING THE GLASS CEILING: UNVEILING THE RESILIENCE AND PERSISTENCE OF WOMEN LEADERS IN SENIOR LEADERSHIP WITHIN THE NAMIBIAN HIGHER EDUCATION Ms Klaudia Ndakolonkoshi; Zvisinei Moyo; Clive Smith
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.2017

Abstract

There is a growing body of study and interest worldwide concerning the experiences of women in senior leadership roles in higher education institutions (HEIs). Hence, this study examined persistence of women leaders in senior leadership positions in the HEIs in Namibia. To gather the lived experiences and narratives of female leaders taking senior leadership positions the study combined qualitative methods with a critical paradigm-supported phenomenological case study design. Thematic analysis was used to semi-structured interview data, emphasising recurrent themes, patterns, and important topics. The study's findings were theoretically interpreted using feminist and role modelling motivation theories. Findings reveal that women leaders’ leadership experiences have been influenced by their attendance at conferences, seminars, and workshops. They made a positive difference in the lives of their colleagues and fostered a positive work environment. They have also inspired other women to aspire to leadership roles. By shedding light on these experiences, the study enriches understanding of gender dynamics in academic leadership, providing valuable insights for institutions striving towards gender equity and inclusive leadership. It sheds light on the strategies that contribute to their sustained success in senior roles. Future researchers should consider collecting data from aspiring women leaders so that there would be informed comparisons of their experiences. In addition to investigating the experiences of male leaders in senior leadership roles and establishing their perspectives of women leaders in senior leadership positions, future researchers should examine the impact of mentoring on career advancement and retention of women in senior leadership positions.
Bridging the Digital Divide: The Role of Female Principals in Advancing 4IR in Rural South African Education Thembi Busisiwe Nkosi; Zvisinei Moyo
EDUCATIO : Journal of Education Vol 10 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

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Abstract

Women principals in rural public primary schools have proven themselves to be the change agents despite the numerous constraints in leading the Fourth Industrial Revolution (4IR) in their schools. The purpose of this study was to describe the efforts of women principals leading the 4IR in public rural elementary schools in South Africa. The findings showed that all the respondents had started to integrate 4IR in both administrative and curriculum-related activities although their schools were in the early phases of the 4IR. They indicated that there had been continuous progress in 4IR as teachers and learners are using more e-learning materials, online sites, tablets, smart boards and Wi-Fi to support teaching and learning and in managing the school. In administration, the principals have introduced digital solutions to support school operations such as the South African Schools Administration and Management System (SA-SAMS) and Data Driven District (DDD) systems for administrative purposes, emails and social media for communications, and data analysis to keep track of learners’ performance. The women principals are also teaming up with various stakeholders who can assist in this direction such as their SGBs, technologically knowledgeable young teachers, parents, business and community partners. The principals have also shown themselves to be creative and resilient in the face of limited infrastructure and skills development for teachers and themselves. They are committed to continuous learning and professional development and demonstrate this through their development of a culture of innovation and questioning, as well as actively encouraging and facilitating their staff to be upskilled in ways which connect with 4IR skills. The women principals clearly demonstrated their influential roles by inspiring stakeholders to actively participate in the 4IR.
Co-Authors Clive Smith Ms Klaudia Ndakolonkoshi Thembi Busisiwe Nkosi