Workplace prejudice of female teachers in leadership is a serious concern in the education sector of South Africa, specifically in the schools within Thabazimbi local municipality in Limpopo Province. This study aimed to investigate challenges faced by female teachers who are prejudiced against promotion to higher positions by their male counterparts in their workplaces, and suggest possible solutions. The abstract followed a mixed-method research approach, which incorporates the relative strengths of quantitative and qualitative designs. From the seventy six (76) participants who completed the questionnaire, four principals, four deputy principals, and four Departmental Heads were sampled to be interviewed in the study. Data was collected through a focus group interview. Feminists Theory framework that viewed the workplace prejudice of female teachers in leadership as the result of an imbalance of power between their males’ counterpart were used in the study. A thematic approach was used to analyse the data. The study found that in schools within the Thabazimbi local municipality, female teachers provided leadership during their voluntary acting capacity, but when coming to real appointments, they were disadvantaged. Moreover, the study revealed that most of them showed signs of bitterness, anger, frustrations, and disappointments. The study recommended extensive monitoring of workplace prejudice of female teachers in leadership. Furthermore, the study emphasises the importance of implementation of the employment legislations during the selection, interviews and appointment processes.

Keywords: Workplace prejudice, female teachers in leadership, schools, Thabazimbi local municipality.