Leveraging digital leadership: Female principals leading schools in the 21st Century in KwaZulu-Natal, South Africa

Abstract

The purpose of this study was to examine how female school principals transform intentional vulnerability into a leadership asset within digital spaces. The study focused on female principals in KwaZulu-Natal, South Africa. It explored how vulnerability supports digital leadership amid gender bias and limited access to technology. The study adopted a qualitative interpretive approach, and a narrative inquiry design was used. Data were generated through in-depth interviews with three female school principals from the same education district. Participants were purposively selected. Thematic analysis was conducted using Braun and Clarke’s six-step framework, utilising the lens of transformational leadership theory. The findings revealed that participants initially resisted digital leadership due to limited digital skills and fear of failure. By embracing vulnerability, they built trust and collaboration with staff. Digital tools such as WhatsApp, Teams, and Zoom enhanced communication and participation. Vulnerability enabled principals to challenge gender bias, strengthen decision-making, and foster inclusive school environments. The study recommends professional development that integrates digital leadership skills with emotional authenticity and mentorship. Moreover, contributes to leadership research by positioning intentional vulnerability as a strategic strength in digital leadership. It offers a new framework for understanding gender-equitable and inclusive leadership in digitally transforming school contexts.