DEVELOPING FEMALE SCHOOL LEADERSHIP IN DISADVANTAGED SCHOOLS

Abstract

<jats:p>What can we learn from female leadership scholars that can be appropriated in the South Africa educational context? Little research is conducted to trace the qualities that characterise a feminine approach to leadership in contrast to the characteristics of the traditional approach of control, hierarchy, authority and division of labour. This conceptual article draws theoretically on relational leadership as a feminine approach to educational leadership. I argue that educational leadership in disadvantaged settings in South African schools requires strengthened collaboration and development, particularly for female school leadership. Such collaboration and development is possible through relational leadership.</jats:p>