{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/11657"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/11657","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Unfolding women's lives : social factors that shape the leadership approaches of women school principals in Kenya","abstract":"This study constructs an account of the leadership approaches of five women school principals and relates these to their social contexts and social experiences. The study examines the experiences of the principals as young girls, teachers and principals. The theoretical and analytical framework for the study is derived from Bourdieu's theory. Within a life history design, data was collected using structured interviews that were tape recorded and transcribed. The analysis of the narratives focuses on the relationship between the leadership approaches of women principals and their leadership dispositions and positions in the field. This narrative analysis suggests that the women principals in this study adopted multiple leadership approaches that appear to be shaped by seven major factors, namely, their androgynous leadership dispositions, valued gendered attributes, patriarchal interests, competing interests in the field, their social capital, the economic capital of their schools, and their emotional capital. The contribution of this study is to explore the potential of a particular theoretical and methodological approach to deliver an explanatory account of leadership practices within a particular historical and social context. The analysis of the narrative of the five women principals in this study instantiate this approach.","abstract_html":"This study constructs an account of the leadership approaches of five women school principals and relates these to their social contexts and social experiences. The study examines the experiences of the principals as young girls, teachers and principals. The theoretical and analytical framework for the study is derived from Bourdieu's theory. Within a life history design, data was collected using structured interviews that were tape recorded and transcribed. The analysis of the narratives focuses on the relationship between the leadership approaches of women principals and their leadership dispositions and positions in the field. This narrative analysis suggests that the women principals in this study adopted multiple leadership approaches that appear to be shaped by seven major factors, namely, their androgynous leadership dispositions, valued gendered attributes, patriarchal interests, competing interests in the field, their social capital, the economic capital of their schools, and their emotional capital. The contribution of this study is to explore the potential of a particular theoretical and methodological approach to deliver an explanatory account of leadership practices within a particular historical and social context. The analysis of the narrative of the five women principals in this study instantiate this approach.","abstract_has_math":false,"creators":["Kariuki, Caroline Wanjiru"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Jacklin, Heather"],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006","date_published":"2006","updated_at":"2026-07-22T22:23:46Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/11657","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Jacklin, Heather"]},{"key":"dc:creator","label":"Author","values":["Kariuki, Caroline Wanjiru"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-06T19:02:10Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-06T19:02:10Z"]},{"key":"dc:date.issued","label":"Date","values":["2006"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["PhD"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/11657"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes bibliographical references (leaves 189-196)"]},{"key":"dc:description.abstract","label":"Abstract","values":["This study constructs an account of the leadership approaches of five women school principals and relates these to their social contexts and social experiences. The study examines the experiences of the principals as young girls, teachers and principals. The theoretical and analytical framework for the study is derived from Bourdieu's theory. Within a life history design, data was collected using structured interviews that were tape recorded and transcribed. The analysis of the narratives focuses on the relationship between the leadership approaches of women principals and their leadership dispositions and positions in the field. This narrative analysis suggests that the women principals in this study adopted multiple leadership approaches that appear to be shaped by seven major factors, namely, their androgynous leadership dispositions, valued gendered attributes, patriarchal interests, competing interests in the field, their social capital, the economic capital of their schools, and their emotional capital. The contribution of this study is to explore the potential of a particular theoretical and methodological approach to deliver an explanatory account of leadership practices within a particular historical and social context. The analysis of the narrative of the five women principals in this study instantiate this approach."]},{"key":"dc:title","label":"Title","values":["Unfolding women's lives : social factors that shape the leadership approaches of women school principals in Kenya"]}]}],"canonical_facts":{"dc:contributor.advisor":["Jacklin, Heather"],"dc:creator":["Kariuki, Caroline Wanjiru"],"dc:date.accessioned":["2015-01-06T19:02:10Z"],"dc:date.available":["2015-01-06T19:02:10Z"],"dc:date.issued":["2006"],"dc:description":["Includes bibliographical references (leaves 189-196)"],"dc:description.abstract":["This study constructs an account of the leadership approaches of five women school principals and relates these to their social contexts and social experiences. The study examines the experiences of the principals as young girls, teachers and principals. The theoretical and analytical framework for the study is derived from Bourdieu's theory. Within a life history design, data was collected using structured interviews that were tape recorded and transcribed. The analysis of the narratives focuses on the relationship between the leadership approaches of women principals and their leadership dispositions and positions in the field. This narrative analysis suggests that the women principals in this study adopted multiple leadership approaches that appear to be shaped by seven major factors, namely, their androgynous leadership dispositions, valued gendered attributes, patriarchal interests, competing interests in the field, their social capital, the economic capital of their schools, and their emotional capital. The contribution of this study is to explore the potential of a particular theoretical and methodological approach to deliver an explanatory account of leadership practices within a particular historical and social context. The analysis of the narrative of the five women principals in this study instantiate this approach."],"dc:identifier.uri":["http://hdl.handle.net/11427/11657"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Unfolding women's lives : social factors that shape the leadership approaches of women school principals in Kenya"],"dc:type":["Doctoral Thesis"],"dc:type.qualificationlevel":["Doctoral"],"dc:type.qualificationname":["PhD"]},"updated_at":"2026-07-22T22:23:46Z"}