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

Year 2025, Volume: 10 Issue: 3, 868 - 897, 28.09.2025

Buhle Stella Nhlumayo

https://doi.org/10.30828/real.1651688

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.

Keywords

educational leadership , resilience , female leadership , rural schools , gender , social role theory

Ethical Statement

This study strictly followed the ethical guidelines established by the University of South Africa. Informed consent was obtained from all participants, and their confidentiality was maintained throughout the study. No participant was coerced, and all were informed of their rights to withdraw at any time. Data handling was transparent, and no personal data has been disclosed. The research aims to contribute to academic knowledge while upholding the highest ethical standards in data collection and analysis.

Supporting Institution

University of South Africa

Thanks

This research was part of a bigger project that is led by Dr Nkosi, called Women in Leadership and Management. It was funded by the Women in Research grant from the University of South Africa.

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