Exploring gender representation in leadership roles in Early Childhood Education in the Vhembe District, Limpopo Province, South Africa
Résumé
Gender representation in leadership roles within early childhood education (ECE) has been a topic of global concern, as leadership positions are often disproportionately occupied by men despite women forming the majority of educators. This study investigated gender representation in leadership roles in ECE settings in the Vhembe District, Limpopo Province, South Africa. Using a qualitative research approach within a critical interpretivist paradigm, a case study design was adopted. Data were collected through semi-structured interviews with 20 ECE practitioners and school administrators. Purposive sampling identified participants who held leadership positions or were aspiring to them. Data were thematically analysed to identify patterns of gender representation, barriers, and opportunities in leadership. The study was delimited to rural ECE centres in Vhembe District. Trustworthiness was ensured through member checking, thick description, and peer debriefing, while ethical considerations included informed consent, confidentiality, and voluntary participation. The findings revealed that male educators are disproportionately represented in managerial roles despite women dominating teaching positions, and that socio-cultural perceptions influence leadership opportunities. Recommendations include implementing gender equity policies and leadership development programmes for women in ECE. Therefore, promoting equitable gender representation in leadership is critical for strengthening ECE governance and improving educational outcomes. This study contributes to scholarship by expanding knowledge on gender disparities in leadership within rural Early Childhood Education contexts, while also providing context-specific insights and practical strategies to inform gender equity policies, leadership development programmes, and inclusive governance practices.
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