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Women in Educational Leadership as Innovative Drivers of Equitable and Inclusive Societies
Abstract
Globally, women are underrepresented in education leadership, especially at the top. Although 71% of South Africa's educators are female, only 39% hold leadership positions. The lack of female leaders leads to a biased approach when developing innovative strategies to make education more equitable and inclusive. A paper was underpinned by the humanising pedagogy theory. The research design was qualitative, emphasizing the lived experiences of women leaders in school leadership. The selection of 15 participants was based on purposive sampling. Focus group discussions were used to collect data. Data was analyzed using thematic analysis. The findings revealed that women contribute towards driving the strategic direction of an educational entity. However, women are perceived as lacking technological knowledge that could lead to innovation and sustainability. Also, the findings endorse women leaders for creating inclusive and equitable school environments. To support equitable and inclusive communities, women need to drive strategic direction and develop strategies.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 3984
Subject
Country
South Africa
Region
Africa
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Adobe PDF, 272.17 KB
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Date
2025-09
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Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)