WOMEN IN SCHOOL GOVERNANCE: EXPLORING SOUTH AFRICAN FEMALE GOVERNORS’ CONTRIBUTIONS TO TRANSFORMATIONAL LEADERSHIP
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Abstract
Purpose: Since the advent of South Africa’s first democratic elections in 1994, numerous studies have examined the roles of school governing body (SGB) members. However, limited attention has been given to the experiences and perceptions of female governors within these structures. This study, employing a qualitative case study design, explores the perceptions and experiences of six purposively selected female stakeholders from two public schools. Data were generated through individual interviews and inductively analysed, resulting in the identification of key themes. Findings reveal that while the South African Schools Act is intended to strengthen school governance, female governors face challenges in understanding and applying its provisions. Using transformational leadership as a conceptual framework, the study shows that leadership ideals of inclusivity, collaboration, and shared vision are often constrained by patriarchal norms, with principals functioning as critical enablers or barriers to women’s participation. By situating women-centered perspectives and collective practices within leadership theory, the study highlights the gendered limits of transformational leadership while extending it as a relational process that requires empowerment, trust, and contextual adaptation. Importantly, it demonstrates that transformational leadership in African schools must be locally grounded to address inequities, cultural hierarchies, and limited training.
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