Advancing Social Justice Through Inclusive Education: The Experiences of Female School Leaders in South African Schools

Abstract

School management plays a crucial role in the successful implementation of inclusive education. Women in school management bring unique perspectives to leadership, often characterised by collaboration and empathy. However, female school managers in South Africa face specific challenges, including gender bias and the need to balance professional and personal responsibilities. This study aims to explore their perceptions and experiences of implementing inclusive education under their leadership. It adopts a qualitative approach within an interpretive paradigm to purposively select nine women in school leadership roles, including principals, deputy principals, and departmental heads from the KwaZulu-Natal province. Data were collected through face-to-face interviews and focus group discussions, which were analysed using thematic analysis. Using Social Justice Theory as a theoretical lens, the study found that female school leaders possess adequate knowledge of inclusive education policies, such as the Screening, Identification, Assessment and Support (SIAS) policy and White Paper Six. However, they face significant barriers, including severe resource shortages, inadequate apartheid-era infrastructure, overcrowded classrooms, the absence of specialist staff, and ongoing departmental neglect. The findings further reveal that these women perform unrecognised emotional and caregiving labour without systemic support. The study concludes that inclusive education in South Africa remains an aspirational policy rather than an achievable reality for female school leaders in previously disadvantaged schools.