Long Walk to School Principalship: The South African Rural Experiences of Secondary School Female Leaders

This article examines the career paths of six female secondary school principals in Limpopo Province, South Africa. The data collection for this qualitative study was conducted through the review of documents, semi-structured interviews, and observations, focusing on factors associated with the advancement of the principals to their leadership positions. The study’s findings show that compared to their male counterparts, female principals acquired leadership status in the later stages of their careers, notwithstanding the requirement to undergo various stages as HoDs and deputy-principals prior to their eventual appointments as school principals. The duration of such a process translates itself as one of the factors contributing to the underrepresentation of women principals in secondary schools. Women educators should also be empowered in leadership preparation programs, which are already provided for middle-management positions. Furthermore, a feminist perspective of leadership should be broadened to include a socialization process according to which perceptions regarding women principals could be changed.