Women involvement in school governance of no-fee public schools as a vehicle for inclusive educational change

This study analyses the experiences and perceptions of women stakeholders involved in school governing bodies (SGBs) of no-fee public schools located in the southwestern townships of Gauteng Province. Their roles as primary caregivers and essential community and family anchors are significant; however, their involvement in school governance is often undervalued, especially in marginalized educational settings. This study is founded on empowerment theory and aims to examine how women navigate structural bar-riers, such as rising illiteracy rates, neglect in educational institutions, and the expectation to operate in male-dominated settings. The objective is to highlight the potential advantages of integrating their per-spectives to improve school systems. A qualitative phenomenological design was employed to collect data through in-depth one-on-one interviews with women principals, current and former SGB members, and women teacher representatives who are part of SGB. A comprehensive analysis of relevant documents, including governance reports and meeting minutes was also done. The findings reveal diverse experi-ences, highlighting a sense of empowerment from participation, whereas some individuals expressed feel-ings of exclusion due to high illiteracy rates, tokenistic involvement, and inadequate training opportuni-ties. In all six schools, female stakeholders demonstrated significant contributions to school improvement initiatives through learner support, the establishment and maintenance of home-school connections, com-munity mobilization, and the management of discipline. This indicates that the persistent marginalization of women in SGBs reflects a broader governance failure to recognize the essential care work and informal leadership roles performed by women especially in their homes. It is crucial to promote policies that acknowledge women as active stakeholders in the improvement of educational institutions, rather than merely as beneficiaries. Homes deteriorate without maternal presence, resulting in an atmosphere that is cold and uninviting. Schools that neglect the importance of maternal leadership in governance structures encounter comparable challenges.