By Charmaine Ndlela
Women’s representation in traditional leadership structures does not always translate into meaningful decision-making power, according to new research by Committee Coordinator for the Health Portfolio Committee at the KwaZulu-Natal Legislature, Nomakhwezi Ntshele.
Ntshele said women’s representation in leadership remains a contested issue in KwaZulu-Natal, with questions around whether their presence translates into meaningful participation and authority.
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Ntshele examined these challenges in her Master of Commerce in Leadership Studies dissertation at the University of KwaZulu-Natal (UKZN).
“My interest in this study arose from a concern about the gap between South Africa’s constitutional commitment to gender equality and the lived experiences of women within traditional leadership,” Ntshele told Inside Education.
“Traditional leadership remains an important part of community governance in KwaZulu-Natal, particularly in matters relating to customary governance, succession, community development and engagement with government. I wanted to understand why, despite formal recognition of equality, women continue to experience barriers to meaningful participation and authority.”
Her research focused on whether women’s representation in traditional structures translated into substantive participation, including their ability to influence agendas, contribute to consequential decisions and exercise authority in areas such as land, succession and community governance.
“The distinction between presence and influence was one of the most significant findings of my research,” she said.
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“A woman may be formally included within a traditional council or leadership structure, but this does not necessarily mean that she has an equal opportunity to shape decisions or influence outcomes.”
She said women were often more closely associated with welfare and community support responsibilities, while areas such as land administration, succession, resource allocation and strategic governance remained more strongly male-dominated.
“Women may therefore contribute substantially to their communities while having limited influence over the decisions that determine the direction of those communities,” she said.
She said the gap between representation and influence could also be seen in women’s access to information, opportunities to participate in deliberations, informal networks of influence and whether their recommendations were ultimately taken forward.
“This is why my research distinguishes between numerical representation and substantive participation. Meaningful inclusion requires women not only to be present but to have a voice that can shape decisions,” Ntshele said.
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The study identified several interconnected barriers to women’s participation, including patrilineal succession, institutional practices, informal gatekeeping and domestic responsibilities.
Ntshele said patrilineal succession required particular attention because it could determine who was considered legitimately entitled to traditional authority.
“Where succession and authority are strongly associated with male lineage, women can encounter structural barriers before their leadership capabilities are even considered,” she said.
She added that informal gatekeeping could reinforce established patterns of male authority through networks, procedures and expectations.
Domestic responsibilities also placed additional demands on women seeking to participate in leadership.
“For me, the more fundamental issue is therefore the relationship between legitimacy and access to authority,” Ntshele said.
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“Addressing this requires both institutional reform and changes in social attitudes.”
But Ntshele stressed that her research does not suggest that Zulu culture should be abandoned in the pursuit of gender equality.
“Rather, it shows that culture is dynamic and that cultural identity and gender equality can develop alongside one another,” she said.
She said traditional leadership could retain its cultural significance while examining practices that may unnecessarily restrict women’s participation.
“This can begin with constructive dialogue within traditional institutions and communities about how leadership is understood and exercised.”
She believes traditional leaders have an important role to play because of their cultural legitimacy and ability to influence how communities interpret and respond to change.
Ntshele also called for institutional procedures to be reviewed to ensure that women have meaningful opportunities to participate in agenda-setting, committees, deliberations and consequential decisions.
Importantly, she said her research did not characterise Zulu culture as inherently or permanently oppressive towards women.
“Historical and contemporary experiences demonstrate that women have exercised different forms of social, political and community authority,” she said.
“The focus should therefore be on identifying practices that can evolve without diminishing cultural identity.”
The research also found that younger and more educated community members were more accepting of women in leadership roles, while progressive traditional leaders and visible examples of effective women leaders were helping to challenge perceptions that authority is inherently male.
Ntshele said cultural continuity did not have to mean preserving every historical practice.
“It can mean preserving what is valuable while allowing institutions to become more inclusive, responsive and representative of the communities they serve,” she said.
She said meaningful change would require more than policies on paper, with institutions and communities needing to create conditions in which women could exercise legitimate and independent authority.
Ntshele also highlighted mentorship, capacity building, community dialogue and the involvement of progressive traditional leaders and male allies as important elements in advancing women’s participation.
“Sustainable change requires more than policy on paper; it requires institutions and communities to create conditions in which women can exercise legitimate and independent authority,” she said.
The research has also shaped her understanding of leadership and the role she hopes to play beyond her academic achievement.
She said she wanted to use the knowledge gained through the research to contribute to conversations about inclusive leadership within traditional governance and the broader public sector.
Completing the Master’s degree while working was one of the most demanding parts of Ntshele’s academic journey.
She said there were periods of professional pressure, academic difficulty, disappointment and painful personal loss.
“The journey was not linear, and there were moments when I had to step back, regroup and find the strength to continue. Reaching graduation last week therefore carries a significance that extends beyond the academic qualification,” she said.
Ntshele credited her supervisor, Professor Bibi Chummun, for her patience, academic rigour, mentorship and belief in her abilities throughout the process.
Chummun congratulated Ntshele on the achievement and praised the relevance of her research.
“I congratulate Nomakhwezi on this significant achievement and commend her for producing research that is academically relevant while remaining closely connected to the realities of communities and leadership in KwaZulu-Natal,” Chummun said.
“I have no doubt that this milestone marks the beginning of an even greater contribution to scholarship and leadership practice.”
Ntshele dedicated the achievement to her mother.
“My mother’s love, sacrifices, prayers and unwavering belief sustained me through some of the most difficult moments of my journey,” she said.
She also paid tribute to the late community leader and politician Dr Ntuthuko Mahlaba, saying his belief in her potential and the opportunities he created had significantly influenced her professional and academic achievements.
Reflecting on the journey, Ntshele said the qualification had deepened her understanding of leadership as a responsibility grounded in inclusion, accountability and service.
“On a personal level, completing this degree has strengthened my understanding of leadership as responsibility, service and the creation of space for others to participate,” she said.
“I fell, I struggled, I grieved, I started again, and I finished. I am proud of the qualification, but even more grateful for the person I became through the process.”
