APPROACHES TO EDUCATIONAL LEADERSHIP IN DISADVANTAGED RURAL COMMUNITIES

Leadership theory is well documented in Western countries and is dominated by the experiences of men. This study problematizes dominant Western and patriarchal interpretations of educational leadership theory. This was a qualitative research study that was framed within a critical feminist research paradigm. Data were collected through a qualitative research paradigm and from a critical feminist perspective. The aim of the study was to identify, describe and critically analyse the features of a feminist approach to educational leadership in rural disadvantaged communities in South Africa. These include feminist leadership as relational leadership, spiritual leadership, servant leadership, instructional leadership and feminist leadership as it relates to issues of social justice. Contained within the findings are alternative interpretations to servant leadership, subsequently referred to as ` authentic servant leadership'. Valuable insights are gained by unlocking feminist approaches to educational leadership and exploring these in relation to the tenets of feminist research theory.