Newly inaugurated Professor Makura addresses predicaments faced by women in the Southern African education sector
Prof. Alfred Makura (3rd from left) with family from left: K Makura (son), Panashe Makura (daughter), Theressa Zengeya (niece), Kunashe Pedzi (nephew) and Nokutenda Mataga (nephew).
The Central University of Technology hosted the Professorial Inaugural lecture of Prof. Alfred Makura, an outstanding scholar in educational leadership and management. His lecture, titled "Women in Education Leadership: Proselytising Masculinity and the Ethic of Care Conundrum," delved into the predicaments faced by women in the Southern African education sector, particularly within leadership roles.
Prof. Makura highlighted how societal and institutional factors contribute to the marginalisation of women in educational leadership. He stated that the entrenched notions of masculinity within educational settings significantly hinder women's vertical mobility. “Masculinity is engendered by society, policymakers and institutions and has tended to impede the vertical mobility of women in most education systems."
The lecture explored the unique qualities of female educational leaders, emphasising the "Ethic of Care" that women often bring to their roles. “This concept is evident through four leadership dimensions: instructional management, leadership styles and behaviours, school climate, and routine school administration and management.”
Using a mixed-methodological approach, he incorporated quantitative data from psychometric instruments such as the Bem Sex Role Inventory (BSRI) and the Leader Behaviour Description Questionnaire (LBDQ). “These tools helped assess the psychological gender orientation of school heads and their perceived leadership styles,” he said.
A significant point of discussion was the paradox between the leadership styles exhibited by women and the traditional expectations associated with gender roles. “While women often embody nurturing and collaborative leadership qualities, these attributes can sometimes clash with the prevailing masculine leadership models.”
To bridge the gender gap in educational leadership, Prof. Makura proposed several strategies, including the development of gender-sensitive curricula and inclusive pedagogical practices. He emphasised the importance of appointing women to decision-making positions, arguing that such practices are not only justifiable but necessary for the advancement of the education sector in Southern Africa.
