Barriers Inhibiting The Implementation Of Gender Equity And Accessibility Of Female Teachers To Management Positions In Oliver Reginald Tambo Inland District
- Authors: Mandi, Sisiwe
- Date: 2019-00
- Subjects: Gender
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6665 , vital:47200
- Description: The purpose of the study was to examine the barriers inhibiting the implementation of gender equity and accessibility of female teachers to management positions. This study was conducted in the OR Tambo inland, which is one of the Education Districts in the Eastern Cape Province of South Africa. It should be noted that in terms of intelligence, requisite skills to influence and motivate the workers to accomplish the organisational goals is not linked to gender. It is for this backdrop that motivated me to examine the factors prohibiting and limiting thereof the females from being offered and occupy the management positions in most organisational institutions. This study is aimed to promote a paradigm shift and transformation in overlooking the gender equity by the role-players in the societies and various institutions. Furthermore, the study intends to promote the awareness to stake holders and enactment that the management positions are for everyone who possesses the leadership and management skills. The feminist and social constructivism theories were employed in engaging with the literature reviewed in this research. The survey research design was adopted in this study. A mixed methods research was used to gather and analyse the collected data. Principals, deputy principals and heads of departments were the target population from which the sample was drawn. There were 90 subjects from which data were collected, where 78 were subjected to questionnaires while 12 of them were interviewed. The sample was purposefully selected from 4 high schools that are geographically located in the OR Tambo inland: one from circuit 9, one from circuit 11 and two from circuit 3 schools. The tools used for the gathering of the data were questionnaires, observation and interviews. The analyses of the two data sets were done separately and later put together for discussion. This implies that sequential data analysis was performed. Qualitative data were analysed using content analysis. The quantitative data collected through questionnaire were analysed by using valid percentages, and tables generated by the Statistical Package for Social Sciences (SPSS). The use of SPSS helped me to summarise the collected quantitative data in examining the relationships of variables towards the problem under study. The descriptive and inferential statistics were considered for quantitative data analysis. Upon the completion of the quantitative data analyses, the qualitative data were analysed using content analysis. The findings from this study reveal that the social and cultural stereotypes of female managers; females’ lack of capacity and motivation; male dominance and cultural perceptions/beliefs; union and school governing bodies (SGBs) interference and institutional policies are barriers inhibiting the implementation of gender equity and accessibility of female teachers to management positions. Based on the emerged findings, it is recommended that policy-makers, the administration officers and immediate supervisors encourage the panellists for short-listing and interviews to comply with the legislative that requires the transformation and adherence to gender equity in all recruitment processes and practices. It is also recommended that workshops about the compliance on the implementation of gender equity by the role-players in education sector are widely and often conducted. It is further recommended that through distribution of circulars and school newsletters, conducting of imbizo or the role-players about the adherence to gender equity and constant dialogue with the communities, teacher’ unions, parents and youth in meetings could improve their perceptions and understanding that management positions for employees should be based on efficiency, competence and professional qualification but not on gender perspective. , Thesis (D.Ed) -- Faculty of Education Sciences, 2019
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- Date Issued: 2019-00
An investigation of poverty as a contributory factor to sexual risk-taking behaviour among female adolescent scholars: a case study of Mbuzini Village Mpumalanga province
- Authors: Mahlalela, Vusi Zakhele
- Date: 2014-11
- Subjects: Risk-taking (Psychology) in adolescence , Sexually transmitted diseases , College students -- Sexual behavior
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26548 , vital:65584
- Description: The study investigated poverty as a contributory factor to risky sexual behaviour among female adolescent scholars. A qualitative approach was employed in this study, which was carried out among 27 participants, 21 of whom were females between the ages of 14 and 27 years. 6 of whom were drawn from the ranks of social workers, community development practitioners, community leaders and parents who formed the school governing body. Non- probability sampling methods and purposive sampling techniques were employed to select the sample. The data was collected by means of one-to-one in-depth interviews and a once-off focus group discussion. The findings of the study revealed that most of the participants were sexually active: only one was sexually inactive and some had children. The study also found that some of the participants received money from their sexual partners. These findings are discussed in the conclusion to the study and appropriate recommendations are made. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2014
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- Date Issued: 2014-11