辅导作为妇女进入学校领导层的关系机制：在南非夸祖鲁-纳塔尔省谈判准入、身份和社会资本

While existing literature recognises mentorship as an important strategy for leadership development, there is limited empirical understanding of how women experience and negotiate mentorship as they advance into school leadership in the South African context. Despite policy efforts to promote gender equity, women remain underrepresented in school leadership, and the role of mentorship in addressing this disparity remains insufficiently understood. This study explores mentorship as a relational mechanism through which women negotiate access, leadership identity, and social capital in their adva