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Reflections on a phenomenological inquiry into Zimbabwean women's stories of managing schools

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dc.contributor.author Muzvidziwa, Irene
dc.date.accessioned 2016-04-29T12:44:35Z
dc.date.available 2016-04-29T12:44:35Z
dc.date.issued 2010-09
dc.identifier.uri http://hdl.handle.net/11408/1145
dc.description.abstract This paper reflects on the importance of applying a phenomenological approach to women’s lived experiences as educational leaders. This paper draws its data mostly from fieldwork conducted in 2004/5 in Zimbabwe. The research was an in-depth qualitative study that was conducted along phenomenological lines with an emphasis on rich contextual detail. The paper explores issues relating to how women educational leaders experienced leadership roles, their perceptions of their roles and the challenges they faced and how they dealt with those challenges. en_US
dc.language.iso en en_US
dc.relation.ispartofseries International Journal of Social Sciences;Vol.6; No.2
dc.subject Women's leadership roles, management of schools en_US
dc.title Reflections on a phenomenological inquiry into Zimbabwean women's stories of managing schools en_US
dc.type Article en_US


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