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Mabusela, Mapula Rebecca. "How women principals negotiate school culture." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.
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Moore, D. Chanele. "Navigating complex terrain black women school principals and assistant principals negotiating race at work /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 204 p, 2009. http://proquest.umi.com/pqdweb?did=1833625931&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Bertl, Mary F. "A Study of the Job Satisfaction of Female Principals and Vice-Principals in Texas Public Schools." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330717/.
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This study is designed to determine the degree to which female principals and vice-principals in Texas derive job satisfaction from their work and to identify those factors, both negative and positive, which affect the job satisfaction of these principals and vice-principals. A single questionnaire was used to collect the data for this study. Usable questionnaires were returned by 331 vice-principals and 504 principals. These represented 336 school districts throughout the state. Respondents were compared as to their view of their overall job satisfaction, the importance assigned to intrinsic and extrinsic job facets, their satisfaction with intrinsic and extrinsic job facets, and the differences in facet satisfaction connected with various personal characteristics.
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Stead, Virginia M. "School council implementation, women principals' experiences with a policy for improving school leadership." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0024/MQ52079.pdf.
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Mulbrandon, Charla Ann Weibel Lynn Mary Ann. "Selected variables that contribute to career patterns of female administrators." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514780.
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Thesis (Ed. D.)--Illinois State University, 1985.Title from title page screen, viewed June 9, 2005. Dissertation Committee: Mary Ann Lynn (chair), Kenneth H. Strand, Ronald L. Laymon, Samuel T. Price, Larry D. Kennedy. Includes bibliographical references (leaves 100-104) and abstract. Also available in print.
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Kingman, Lo Ip-shan Alice, and 盧業珊. "Hong Kong secondary school women principals: a study of gender bias." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956075.
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Kingman, Lo Ip-shan Alice. "Hong Kong secondary school women principals : a study of gender bias /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836559.
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Hansen, Jan Bradshaw. "A Qualitative Study of Women High School Principals' Career Life Histories." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2158.
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Gender inequalities in the workplace continue to plague aspiring career- directed women. In public education, it is established that there are fewer women high school principals than there are men. In a profession predominantly employing women, the question remains, “Where are the women high school administrators”? This study examines the sociopolitical gender systems and psychological dynamics that perpetuate gender inequality. It then discusses the encumbered or constrained choices women make that are burdened or made more complicated by gendered sociopolitical or psychological dynamics. The study is a qualitative study narrowing the life-history method with an innovative career life-history focus. Seven high school women principals were interviewed and then data were transcribed and analyzed. Participants provided an external participant who shared their perspectives of the career life histories of these women principals, which added to the richness of the data analysis. Resumes of the principal participants were collected for triangulation purposes. Finally, a narrative from the data analysis was written. The findings reveal unintentional career journeys. The women in the study were invited to join administrative teams, reluctantly accepted, and embarked on their career journey, psychologically transitioning from teacher to administrator. They navigated through sociopolitical systems and barriers, finding support from family, supervisors, and friends. The women’s new identities led to reconfigured families and brought diversity to high school administrative teams.
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Mack, Yejide Safiya. "Leading School Improvement: African American Women Principals in Urban Educational Settings." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276534166.
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Al-Shaibani, Hama. "Leadership behaviour of public primary school principals in selected schools in the UAE." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312420.
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This is primarily a study of the leadership behaviour of women principals in primary schools in the UAE. Differences between principal's views of their own behaviour and teacher's perceptions of the principals leadership behaviour were analysed. Data was collected through a demographic Questionnaire and the use of the Leader Behaviour Descriptive Questionnaire (LBDQ), Form XII. The sample consisted of 60 elementary school Principals and 425 teachers. Women principals face problems peculiar to their situation as working women in a deeply conservative society and this is put into the wider context of the educational system within which they work. The major findings and conclusions were that Principals perceived themselves as exhibiting leadership behaviour, in most of the 12 leadership behaviour categories, more often than their teaching staff. In particular Principals perceived their leadership behaviour to be significantly higher than did their teachers in the areas of : 1. Demand Reconciliation 2. Initiating Structure, 3. Tolerance of Freedom, 4. Role Assumption, 5. Production Emphasis and 6. Integration And lower than teachers in Predictive Accuracy. No significant differences existed in the other 5 dimensions. Principals' leadership behaviour was perceived by teachers to be more related to consideration of their staff, than to issues surrounding the initiating of structure in the school. There were significant differences between non-trained and trained Principals in leadership behaviour in the following areas : 1. Tolerance of Uncertainty and 2. Superior Orientation No significant differences were found between teacher's perceptions of their principals' behaviour regarding the demographic variables being investigation except for years of experience. However, significant differences were perceived in principals' leadership behaviour based on different school size, in terms of : 1. Persuasiveness and 2. Integration. Finally major recommendation and implication include: 1.The re-design of training programmes to improve principals' technical, human relations and conceptual skills. 2.The Ministry of Education should consider upgrading the criteria by which Principals are selected, and encourage higher education to participate more actively in preparing school administrators. Efforts to improve performance among the Principals starts with the recruitment, selection and training of both teachers and administrators. It is also hoped that in the future Principals and Administrators in schools will be given a greater role in the decision making process.
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Wood, Nicole R. Lyman Linda L. "Principals under age 30 factors affecting the first year experience /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.
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Hutchinson, Sandra L. "A profile of women superintendents and women aspiring to the superintendency in the State of Missouri." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012980.
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Thurman, Sally. "The glass ceilingas a mirror how do women secondary principals support school improvement /." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1084767759.
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Mxunyelwa, Mzukisi. "Experiences of women leaders as school principals in rural secondary schools of Butterworth." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1008209.
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The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as leaders. Females start to encounter a challenge from even being shortlisted for the senior positions and that becomes worse in being appointed as leaders. Even those few women appointed as leaders are being undermined by fellow colleagues as well as communities around them. It was recommended that in order to improve women representation in educational leadership, great efforts must be made in addressing a number of issues. A significant step would be to disseminate law on gender equality widely written throughout the country to raise public awareness about gender issues. Women should be encouraged and supported to participate in leadership. Also women should be prepared by being offered leadership preparation and leadership programmes so that they feel more self-confident and function effectively once appointed.
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Baxter, Kimberly J. "Women in the high school principalship a study of leadership at three schools /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Hargreaves, Beth A. "Learning from the outsider within: five women's discourses within the culture of the high school principal." Youngstown State University / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=ysu995482048.
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Nogay, Kathleen. "The relationship of superordinate and subordinate gender to the perceptions of leadership behaviors of female secondary principals." Youngstown State University / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996516026.
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Smith-Simmons, Tiffany Nichole. "African American Women Elementary School Principals: Impact of Race and Gender on Suspension Practices." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/164.
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This study explores African American women elementary school principals and how their race and gender impact their decision-making practices as they relate to suspension. Principals are faced with deciding how to implement a variety of policies, including curriculum and instruction, student safety and other district initiatives. Special attention is given to suspension because it impacts the average daily attendance funds that schools receive, and if students are not attending school due to suspension, their academic achievement suffers. In addition, there is an increasing national rate of suspension (Ferges, E. & Noguera, P, 2010) that is leading to heightened responsibilities as it relates to discipline. Sacramento County in California was selected as the site of this study due to its diverse population of elementary students. The research question for this study was: How does the intersection of race and gender impact the decisions related to suspensions for African American women elementary school principals? The theoretical framework used to answer this question is Black Feminist Thought (Collins, 2000). Through in-depth interviews, the women revealed how double consciousness and the dual oppression of race and gender impacted their decisions regarding suspension. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. With this in mind, the data yielded findings in the following areas 1) race, 2) race and gender, 3) suspension, 4) networking, and 5) mentoring. The intent of this study was to contribute to the field by researching African American women elementary school principals. The focus of suspension practices was selected because of the troubling relationship between academic achievement and suspension. The discourse on African American women in educational leadership has historically been silent, as both a gendered and racialized group (Dillard, 1995). This study attempted to expand the majority of research literature on educational leadership, which has primarily focused on the experiences of White men and women (Bell & Chase, 1993). In addition, this study contributes to suspension scholarship as it considers the elementary school context and the role of race and gender in suspension decisions.
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THURMAN, SALLY. "THE GLASS CEILING AS A MIRROR: HOW DO WOMEN SECONDARY PRINCIPALS SUPPORT SCHOOL IMPROVEMENT?" University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1084767759.
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Hutchinson, Debra S. "Destiny and Purpose Driving School Turnaround: The Portraits of Three African American Women Principals." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1581333329211659.
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Bosch, Mare. "Investigating the experiences of women principals in high schools in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97300.
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Thesis (MBA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This research focused on the experiences of female principals of co-ed high schools in the Western Cape. It investigated the path that their careers followed from the decision to become a teacher to ultimately being appointed as a principal and then having to lead the school. It further investigated the personal, organisational and social factors that were influential along the way. In addition, it probed the motivation and drive behind their career choice as well as the barriers and challenges encountered along the way. The researcher interviewed nine female principals. They were asked to tell their life story, with emphasis on their career route thus far. Key questions were asked, focusing on the motivation behind their career choice, whether they had been actively prepared for promotion and how their appointment was received. The interviews were transcribed in order to prepare them for data analysis. Any content that recorded experiences that contributed to their growth and development in teaching was coded accordingly. This produced a spectrum of codes. The codes were then placed into a diagram and grouped together, based on their meaning and implications. Identified groups included education and training, self-belief, work-life balance, mentorship, support and the stereotyping of women. The interconnectedness of the group was considered, together with their collective impact on the individual principals’ career route. The research findings indicated that the career route of the principals was determined by various factors on a personal level as well as on organisational and social levels. On a personal level, qualifications obtained and the influence of parents, family and own teachers played a role. This was critical in preparing the individual for the career path that was to follow. On an organisational level, opportunities taken, work ethic, mentorship and gender barriers were factors encountered. On a social level, the stereotyping of women and the changing family structure were factors that had to be contended with. Once appointed, it was found that the support from family, colleagues and learners contributed to their success. It emerged that the potential of these women had been identified early on in their careers and that they gained confidence when they were granted opportunities to learn and grow. To become a principal was in most cases never their intention but something that developed as they went about doing their work with commitment and diligence. Throughout, it remained a priority for them to invest in the lives of learners and the greatest joy was derived from seeing learners develop into young adults who were contributing to society.
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Zektser, Jessica Lynne. "Identification of the critical skills, attitudes, and experiences which would increase the probability of women being hired as a middle school principal /." La Verne, Calif. : University of La Verne, 1996. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/9708896.
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Paulsen, Shareen Erica. "Challenges faced by female managers in schools within the Nelson Mandela Metropole." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/897.
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This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.
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Lebental, Dana Michelle. "Women Principals of Jewish Secular High Schools in Israel: Access and Progress." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/222.
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This quantitative investigation focused on women high school principals at Jewish secular schools throughout Israel. Despite challenges, Israeli women have succeeded in obtaining over half of the principal positions at Jewish secular high schools, but the degree to which there is equal gender access to leadership roles in the school system remains unclear. This study examined whether there was clustering of women in high school principal positions in certain geographical areas, the process by which these women obtained principal positions, what obstacles the women overcame, and an analysis if respondents differed by district in terms of their career paths, career breaks, and military experiences. This study showed that although women are in principal positions in equal or greater numbers as men depending on the region, women had a different path than men to obtain this role. The key findings in this research were that 89.5% of women principals were able to return at the same level prior to taking a career break and that 31.8% of female principals had male mentors.
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Kariuki, Caroline Wanjiru. "Unfolding women's lives : social factors that shape the leadership approaches of women school principals in Kenya." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/11657.
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Includes bibliographical references (leaves 189-196)This study constructs an account of the leadership approaches of five women school principals and relates these to their social contexts and social experiences. The study examines the experiences of the principals as young girls, teachers and principals. The theoretical and analytical framework for the study is derived from Bourdieu's theory. Within a life history design, data was collected using structured interviews that were tape recorded and transcribed. The analysis of the narratives focuses on the relationship between the leadership approaches of women principals and their leadership dispositions and positions in the field. This narrative analysis suggests that the women principals in this study adopted multiple leadership approaches that appear to be shaped by seven major factors, namely, their androgynous leadership dispositions, valued gendered attributes, patriarchal interests, competing interests in the field, their social capital, the economic capital of their schools, and their emotional capital. The contribution of this study is to explore the potential of a particular theoretical and methodological approach to deliver an explanatory account of leadership practices within a particular historical and social context. The analysis of the narrative of the five women principals in this study instantiate this approach.
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Marczynski, Jean Christina. "Women secondary principals in Texas: A longitudinal study of differences in personal, professional, leadership, and school characteristics." WASHINGTON STATE UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3495927.
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Phakathi, Charity Sharon. "Policy and practice : enabling or disabling women's aspirations for secondary school principalship." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60973.
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This study seeks to understand how policy and practice enables or disables women's aspirations for secondary school leadership. The study focuses on women deputy principals and woman principal who have applied for principalship and details their accounts of the resonances and dissonances of policy and practice. This qualitative study uses a narrative design. The data collected from three female deputy principals, one of whom was acting as a principal and one a newly appointed principal at the time of the interviews. The main form of data collection was a series of interviews with each participant. The findings confirm that the policy environment is favourable for women, but in its implementation, there are factors that constrain the aspirations of women for secondary school leadership. Gender stereotypical perceptions of women by the school governing bodies and a patriarchal social context are seen as significant constraints for women seeking leadership positions. It was also evident that prevailing school leadership frequently works with school governing bodies to undermine and thwart the ambitions of female deputy principals and those unions rarely play a supportive role to potential women leaders.
Data is analysed using the Capabilities Approach. In this study, the Capabilities Approach suggests that environmental and social conversion factors seem to be obstacles affecting women's agency to achieve the desired outcome of becoming a principal.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Udjombala, Maria. "An investigation of the management and leadership experiences of female school principals in the Ondangwa education regions." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003536.
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This study explores practical school leadership and management, as enacted by women. The study, conducted in an interpretive paradigm, attempts to gain an understanding of women’s subjective experiences of school leadership and management. Two women principals from Ondangwa West Educational Region were interviewed. The two were selected through consultations with one of the senior inspectors in the region. Both had been principals for more than ten years and were seen by those who are concerned with their school to be successful. The study found that these women prefer a participative style of leadership and management, characterised by consultations with others, teamwork, collaborative decision-making and the use of power to empower others. They also strive for good human relationships because they believe that it fosters mutual respect, trust, openness and a good working atmosphere. All these human centred approaches are directed towards creating a school atmosphere that is conducive to teaching and learning and therefore result in effective schooling and quality educational outcomes. They do not experience gender discrimination in their work places. They have the full support of their supervisors. Though both are married with children, these dual roles do not prevent them from being successful in their professional work. In fact they have reached a stage where they feel confident as leaders and feel that they are acting as role models for fellow women principals and those aspiring to this position. The study concludes that the styles of leadership and management displayed by women are similar to those that are universally accepted as characteristics needed for effective school management and leadership. Though these leadership styles are traditionally associated with women, these characteristics are not gender specific. Therefore it will be in the best interest of schools, if school principals, both men and women, could borrow from these qualities in order to change schools from authoritarian to more democratic institutions.
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Ngcobo, Thandi Moira. "An investigation into teachers' perceptions of female secondary school principals in Kwazulu-Natal." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003483.
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There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.
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Smith, Angela Mosley. "Race and gender in the leadership experiences of three female African American high school principals a multiple case study /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/angela_d_mosley/smith_angela_m_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Saundra Murray Nettles. ETD. Includes bibliographical references (p. 142-157) and appendices.
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Gregg, Mary Jane. "The Female Assistant Principal: Stepping Stone or Stumbling Block to the Secondary School Principalship." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1193805125.
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Alex, Gayle S. "Women principals and vice-principals, the impact of one Manitoba School Division's affirmative action policy on their appointments to administration and on selected aspects of their practices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23197.pdf.
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Turner, Clara Thompson. "Voices of four African American and European American female principals and their leadership styles in a recognized urban school district." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1229.
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This research study was conducted as a case study method on four African American and European American female educational administrators. The qualitative research framework was adopted to gain an understanding of how these administrators in secondary educational leadership positions exercised and (re)interpreted (Dillard, 1995) their leadership. The intent of my case study was to broaden the limited research base relating to the lived stories and experiences of the principalship from those whose voices can inform others about pertinent issues of leadership through diversity. In order to develop a clearer understanding of the administrators' perceptions on diverse leadership as it related to student academic performance, this study investigated constructed meanings of the relationship between their lived experiences and the way they led, by employing the feminist and interpretive lenses.
This qualitative study used the actual words of the participants to tell their story, as it provided a rich representation of the ideas presented. Data was collected through in-depth, open-ended interviews, and semi-structured face-to-face interviews through which the events, beliefs, and perceptions shaped the phenomenon under study. Analysis of the data occurred immediately after each interview and observation. Analytic conclusions were formulated by unitizing, coding, and then categorizing ideas or statements of experiences from the data to ensure that important constructs, themes, and patterns emerged.
The results of this study yielded the following as it related to the voices of four African American and European American female principals and their leadership styles in a recognized urban school district: (1) many forms or ways of leading were practiced by the administrators; (2) their upbringing or developmental pathways were different, however, they were determined to positively impact the lives of others throughout their educational career; (3) mentoring played an instrumental part in the administrators' leadership practices; (4) high student academic achievement was a result of effective professional development initiatives for their faculties; (5) they held themselves accountable for the outcomes of student academic performance; (6) they viewed diversity in leadership as critical; and (7) three of the four administrators identified their belief in a higher being as significant in their way of leading.
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Fortenberry, Delores Brown. "A comparison of perceived problems of urban black and white women principals in elementary, middle, and junior high schools in obtaining the principalship and functioning in that role during their first year." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/533873.
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This study compared the differences in success rates of urban black and white women elementary, middle, and junior high school principals in obtaining the first principalship position and functioning in the principalship role during the first year.ProcedureA twenty-two-item closed-form and open-form type questionnaire was developed, tested, and mailed to a selected sample of 173 urban black and white women elementary, middle, and junior high school principals from three selected urban areas located in the Western and Midwestern regions of the United States. Responses were received from 112 (65 percent) of the recipients. The instrument was designed to elicit personal and professional data pertaining to problems encountered in obtaining the first principalship position and functioning in the role of the principal during the first year. Data were analyzed according to similar and dissimilar percentages of responses. of black and white women principals. The most serious problems experienced by principals in obtaining the first administrative position were forms of discrimination and male and female resentment. More white women principals experienced racial and sexual discrimination than black women principals primarily because more white principals than black principals had an opportunity to be interviewed in minority as well as nonminority communities. Usually the interview committee members as well as community members in minority neighborhoods preferred either a minority or a male principal regardless of race. More black principals experienced male and female resentment.The most serious problems encountered during the first year of the principalship included: (1) inadequate facilities, supplies, and equipment; (2) ineffective staff; (3) lack of experience in handling administrative responsibilities; (4) racial prejudice; (5) unwillingness of staff members to follow school integration guidelines; (6) time distribution between family and administrative responsibilities; and (7) family resentment toward job. More black women principals than white women principals were married and had an even greater problem in fulfilling home responsibilities.The most successful methods used by the principals to manage the problems encountered included: (1) using good time management and organizational strategies, (2) hiring household help, and (3) promoting and encouraging staff involvement in decision-making processes.Department of Secondary, Higher, and Foundations of Education
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Pirouznia, Mahshid. "The obstacles in women's pathway to principalship." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0038.html.
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Brennan, Kathryn Elizabeth. "Leading educational change for a preferred future : a gender inclusive approach to building school leadership effectiveness, capacity and capability through learning /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060518.113701/index.html.
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Thesis (Ed.D.) -- University of Western Sydney, 2004."A portfolio submitted in fulfilment of the requirements for the award of the degree of Doctor of Education from University of Western Sydney, April 2004." Includes bibliographical references and aoppendices.
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Simelane, Immigardht B. H. "What are the personal and public challenges facing black women in their quest for leadership roles in schools?" Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-102602.
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Carson, Dayanna Vontresea. "What are the Experiences of African American Female Principals in High-Poverty Urban Schools?" Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011826/.
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The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due to the growing number of African American female principal leaders in urban schools over the last 20 years. School leaders in urban school districts are expected to increase academic achievement, support district initiatives, and foster the development of urban communities. The study results will serve as a source of information to educators on similar journeys.
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Santiago, Martha. "A Case Study in Public K-12 Education: Hispanic Female (Latinas) School Administrators’ Perceptions of their Role and Experiences as Principals within Central Florida." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/3.
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A gradual but significant change in America's demographic composition has occurred during the last few years. Millions of Hispanic students, many of them immigrants, have been absorbed in the nation's schools, turning public institutions into multiracial, multicultural, and to some degree, multilingual sites (Tallerico, 2001; Ferrandino, 2001).
In light of the demographic changes and the important role of school leaders, how is the Hispanic principal in the K-12 public schools reflecting the growth of the Hispanic school population? This research studies perceptions the Hispanic female principal attached to their role and role expectations as a principal.
This qualitative case study interviewed eight female Hispanic principals in Central Florida three times. Seven major themes of perceptions and meanings principals attached to their experiences evolved: strong family support, no pre-conceived self-imposed obstacles, high sense of self-efficacy, token Hispanic, being placed in a high Hispanic population school, no consensus regarding principal roles, had Latina mentors, and utilized parts of Latina culture in their professional practice.
Implications included both strong family support for the Latinas entering a professional field and that the principals did not experience self-imposed obstacles. Both need further research, as does the strong sense that these Latina principals perceived they had entered the American mainstream. The strong sense of efficacy needs further research for its causes. Lack of consensus on principal roles has considerable implication for graduate leadership education, needing further research. Of considerable interest is researching what parts of the Latina culture were utilized in their professional practice, and what implication does this have for professional leadership education generally.
Further recommendations for research include a need to evaluate which district policies are effective in recruiting and retaining of Latina administrators. This research may lead to implementing best practices in districts' hiring practices and retention programs that lead to leadership that is more diverse while addressing the underrepresentation of Latinas in counties and institutions selected.
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Court, Marian. "Sharing leadership in schools : narratives of discourse and power : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." Massey University, 2001. http://hdl.handle.net/10179/989.
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This thesis explores the phenomenon of shared leadership as it emerged in three primary schools in Aotearoa/New Zealand, during the 1990s restructuring of educational administration. At this time, two 'mainstream' discourses of professional collaborative leadership and neo-liberal managerialism came into 'collision.' The principal's role was re-constituted from being a collaborative instructional leader, to being a chief executive, entrepreneurial manager. Separate contracts for principals and senior school managers detailed managerial tasks, performance standards and accountability lines that heightened the existing divisions between them and other teachers. The possibility of developing 'flattened,' more democratic forms of shared decision making- and leadership seemed increasingly remote. Yet it was in this context that a small number of co-principalships were initiated around the country. The study employs narrative, Foucauldian and feminist poststructuralist discourse analysis tools to examine how opportunities for change opened up within 'cracks' and contradictions in the 1990s discursive terrain of educational leadership. Moving between micro and macro analyses, the thesis demonstrates how individual and collective agency is enacted within and against dominant discourses, effecting transformations of practice. Three groups of women challenged and/or co-opted elements of managerial, professional and feminist discourses of organisation as they developed their co-principalships. These initiatives opened up for many people different ways of thinking about and practising school leadership: as one child said about her school, "Here there is no boss." Three case narratives provide insights into strategies for developing more fully democratic partnerships between principals and staff, principals and board members, professionals and parents. Open, honest communication and mutual forms of accountability that go beyond current requirements for contractual, task specific and linear forms of control, are particularly significant for a successful co-principalship. Governmental forms of power, material inequalities and socio-cultural hegemonies of gender, class and ethnicity, can constrain the democratic potential of shared leaderships however. Related factors that led to the disestablishment of two or the co-principalships included inequalities of knowledge and experience, difficulties over funding and staffing, and struggles between a governing body and their co-principals over the meanings and practices of governance and management. There are flaws in arguments that posit a generic model of 'strong' management that can be imposed across all schools, with assumed uniform results. This study shows how people's beliefs about and practices of school leadership are constituted in relation to their own backgrounds, interactions with other people in their local school community and wider socio-political, economic and discursive struggles over power.
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Ertan, Naciye, and res cand@acu edu au. "Factors Relating to Women Attaining Principal Positions in Victoria's Government Secondary Colleges: a Case study." Australian Catholic University. School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp44.29082005.
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Regardless of the promotion structures employed within the different educational systems of this country, men dominate the position of Principal of secondary schools. Despite legislation seeking to provide equality of opportunity and the apparent breaking down of deeply entrenched societal attitudes of women being the servers or followers, there still exist factors that give rise to the under-representation of women in Principal positions of secondary schools. This thesis was designed to investigate issues associated with the apparent gender imbalance in Principal positions in Victoria's government secondary schools. It will attempt to identify elements that have militated against women gaining such positions. The research methodology employed to investigate the problem is a case study approach. The study centered on a girl's school, Gilmore College for Girls, which has had a succession of female Principals. The research involved inviting women who were Principals of Gilmore College for Girls to participate in an interview. Within that format structured interviews were used to seek the women Principals' perceptions as to factors leading to this under-representation of women as Principals. The findings from this study are then interpreted in the light of factors by which the literature explains the problem. Various reasons emerged to explain the lower number of women Principals. It seemed to stem from perceptions about their roles, which limited the level of their involvement in schools: for instance once women teachers were married with children they were less likely to advance in their careers and to apply for Principal positions. The workload of the Principal was also identified as one of the factors inhibiting women from applying for Principal positions. It was seen to make marriage and child rearing almost impossible. Therefore most women were content to be classroom teachers and only apply for positions that suited their interests and allowed them to meet family, home and social commitments. It is suggested that further related investigations be pursued of women in Principal positions of our secondary schools.
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Lessard, Anne P. "Leadership and decision-making : a qualitative study of a female principal." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/MQ54999.pdf.
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Kawana, Irene. "Inspectors of education's perceptions of female principalship in the Rundu region of Namibia." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1015746.
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While women constitute more than 51% of the population and far outnumber men in teaching positions in Namibia, very few occupy positions of leadership. Male candidates are still favoured for top positions, thereby denying women the chance to gain entrance to these positions. One of the reasons for this imbalance seems to be that, in spite of conscious political effort and legislation, women may still be perceived as less effective leaders than men. This research focused on leadership in education, in particular school principals, and explored the perceptions of female principalship held by school inspectors. Three school inspectors from the Rundu Education Region were purposefully selected and interviewed. Inspectors were selected on the grounds of their considerable influence in the selection and appointment of school principals. The study found that these inspectors favour school principals who show commitment to their work, have good interpersonal working relationships, are caring, good listeners, visionary and produce good results. The inspectors attribute female principals’ success to their traditionally perceived characteristics, such as caring leadership and ability to develop good human relations. Instead of perceiving these qualities as professionally negative (as is sometimes argued in the literature) the inspectors see them as indisputable assets to leadership. The respondents acknowledge the cultural stereotyping that may have influenced male attitudes to women in the past, but argue that good leadership is not specific to gender, but part of the qualities a person possesses, regardless of sex. This study concludes that, contrary to what has been reported in many studies, these inspectors perceive women principals as effective – equal to their male counterparts or sometimes even more effective - because they are caring, well organized and good at communicating and establishing relations with others. Though these qualities are different from the traditional masculine qualities which include independence and emotional strength, the respondents recognize and legitimize them as preferred qualities in current effective leadership practice.
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Cicilie, Wayne Cyril. "Problems and training needs of women education managers in primary schools in Bloemfontein." Thesis, Bloemfontein : Central University of Technology, Free State, 2006. http://hdl.handle.net/11462/63.
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Thesis (M. Tech.) - Central University of Technology, Free State, 2006Women Education managers are still in the minority in primary schools in Bloemfontein, despite the many changes education has undergone in recent years. It is against this background that the researcher found it imperative to investigate the problems women education managers might experience in carrying out their managerial duties and responsibilities. The study further sought to investigate the training needs of women education managers. On the basis of the perceptions held by educators, findings of research studies and the little South African literature that exists, the research questions crystallise as follows: What managerial problems do women education managers experience in carrying out their managerial duties? Do women education managers experience problems other than managerial problems in carrying out their duties? What training do they require? The purpose of this investigation was to gain an insight into the problems women education managers in primary schools in Bloemfontein experience in carrying out their managerial duties. The literature review provided a focus as the framework on which this study is based. In order to collect factual information about the managerial problems women education managers in primary schools in Bloemfontein encounter, questionnaires were distributed amongst the target group. Women education managers experience problems in performing their managerial duties. These problems include delegation, finance management, human resource management, planning, formulation of objectives, policy formulation, decision making, problem solving and allocation of time. There are some factors other than managerial competence and leadership style that have an influence on the way women education managers perform their duties. These factors include workplace discrimination, sexual harassment, negative attitudes towards women, emotional influences, promotion myths, lack of self-confidence, lack of support, role models and positive reinforcement, cultural socialization as well as allocation of duties. Other organisational factors women experience include: difficulty to cope with the demands of the post, too much workload, human relations, division of work in the department and when acting as principal when he/she is absent. Based on the findings of the study, it is imperative that relevant training programmes that would address the particular needs of women education managers in primary schools in Bloemfontein, be developed. These training programmes should address the various areas of management which are problematic to women education managers. As education managers, women should seize every opportunity to leave behind the gender discrimination which is still prevalent in the sphere of education and commit themselves to undergo management training to successfully execute their managerial duties. As education managers, women also need training in various organisational issues in which they experience problems. These problems also have an influence on the way women execute their managerial duties. Recommendations for the study: By providing women education managers with the necessary managerial skills, the different areas of management in which women experience problems can be eradicated. They will have to undergo relevant training. Workshops and in-service training sessions need to be conducted to address the managerial areas in which women education managers experience problems. The findings of this study are not representative of the Free State province and further research needs to be conducted in the entire province or even all over South Africa.
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Frazão, Maria das Dores Cardoso. "Memórias de diretoras: práticas administrativas no cotidiano dos Grupos Escolares do Maranhão (1960-1970)." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7639.
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FAPEMA - Fundação de Amparo à Pesquisa e Desenvolvimento Científico do Maranhão
Esse estudo investigou as práticas das mulheres diretoras no cotidiano dos Grupos Escolares Maranhenses. A questão central está circunscrita a compreender o papel das diretoras no processo de administração dos Grupos Escolares no Maranhão, no período de 1960 a 1970. O objetivo geral é analisar o processo histórico de constituição de uma estrutura de administração escolar primária, implementada pelo advento da escola graduada. A metodologia privilegia a memória de diretoras, entendida por meio da História Oral. De acordo com os(as) autores(as) do campo, essa metodologia pode ser utilizada em qualquer tema contemporâneo, e vivendo ainda aqueles(as) que têm algo a dizer sobre o assunto, seus relatos podem ser estudados utilizando-a. Na História Oral ocorre a geração de documentos, por meio das entrevistas, que possuem uma característica singular, ou seja, são resultado do diálogo entre entrevistador(a) e entrevistado(a), o que leva o(a) historiador(a) a afastar-se de interpretações fundadas em uma rígida separação entre sujeito/objeto de pesquisa. Os sujeitos da pesquisa são nove diretoras que trabalharam nos Grupos Escolares Santa Luzia, Maranhão Sobrinho, Senador Vitorino Freire, Gomes de Sousa, Sotero dos Reis, Estado do Mato Grosso, Imaculada Conceição e Alfredo Dualibe. A pesquisa aborda a administração escolar, que envolve aspectos da educação e da instrução que se enquadrem e se desenvolvem dentro do processo de escolarização. De acordo com os(as) autores(as) do campo da História da Educação, as práticas administrativas fazem parte do cotidiano de um modelo de escola surgido em São Paulo, em 1893, no corpo da lei e instalados a partir de 1894. Constituindo-se como escolas graduadas, organizaram a docência em torno das séries escolares. O ensino era seriado e sequencial, substituía as classes de alunos em diferentes níveis de aprendizagem, sob a autoridade única do professor e regulamentado pela figura do diretor. A proposta da Tese defendida é as professoras normalistas, na posição de diretoras, contribuíram na constituição de uma estrutura de administração escolar primária implementada pelo advento da escola graduada. Os componentes dessa administração foram: a Experiência Docente, que se alicerça na experiência adquirida enquanto professoras; o Científico, que foram os saberes adquiridos na formação escolar, profissional, cursos de aperfeiçoamento e literatura pedagógica; o Político, que se funda na maneira como ascendiam ao cargo; o Religioso, alicerçado na formação religiosa, aliada às práticas cotidianas escolares; o da Territorialidade, que se refere a ação das diretoras na apropriação do espaço, contribuindo para sua permanência no cargo; o Normativo, que se fundamenta nos dispositivos legais que normatizam as ações das diretoras na escola. Foi verificado que as diferentes experiências das diretoras no campo educacional possibilitaram-lhes a ampliação do poder e dos poderes, pilares do empoderamento feminino. Sendo assim, considera-se que há indícios de empoderamento nas trajetórias profissionais das diretoras. Portanto, os componentes do empoderamento são o Econômico, Político, Solidariedade, Audácia, Criatividade, Autoestima, Poder intelectual, Autonomia. A Tese enfatiza essas questões.
This study investigated the practices of women principals in the daily life of the School Groups of Maranhão. The central question is circumscribed to understand the role of the principals in the process of administration of the School Groups in Maranhão, in the period from 1960 to 1970. The general objective is to analyze the historical process of constitution of a primary school administration structure, implemented by the advent of Elementary School. The methodology privileges the memory of principals, understood through Oral History. According to the authors of the field, the use of this methodology can be used in any contemporary theme, and still living those who have something to say about the subject, their reports can be studied using it. In Oral history, the generation of documents occurs through interviews, which have a unique characteristic, in other words, they are resulted of the dialogue between interviewer and interviewee, which leads the historian to depart from interpretations based on a rigid separation between subject / research object. The subject of the research are nine principals that worked in the School Groups Santa Luzia, Maranhão Sobrinho, Senador Vitorino Freire, Gomes de Sousa, Sotero dos Reis, Estado do Mato Grosso, Imaculada Conceição e Alfredo Dualibe. The research approaches the school administration, which involves aspects of education and instruction that are framed and developed within the schooling process. According to the authors of the area of History of Education, the administrative practices are part of the daily life of a school model that emerged in São Paulo in 1893, by the law and from 1894. It was constituted as Elementary Schools, and the teachers organized around the school series. The teaching was seriate and sequential, replacing the classes of students at different levels of learning, under the unique authority of the teacher and regulated by the figure of the principal. The proposal of the Thesis defended is if the normalist teachers, in the position of the principals, contributed in the constitution of a structure of primary school administration implemented by the advent of the Elementary School, the components of this administration were: the Teaching Experience, that is found in the acquired experience while teachers; the Scientific, that were the knowledge acquired in the school formation, professional, improvement courses and pedagogical literature; the Political, which is based on the way they ascended to the position; the Religious, founded on religious formation, allied to daily school practices; Territoriality, which refers to the actions of the principals in the appropriation of space, contributing to their permanence in the position; The normative, which is based on the legal devices that regulate the actions of the principals in the school. It was verified that the different experiences of the principals in the educational field enabled them to expand the power and powers, pillars of feminine empowerment. Then, it is considered that there are indications of empowerment in the professional trajectories of the principals. Therefore, the components of empowerment include Economic, Political, Solidarity, Audacity, Creativity, Self-Esteem, Intellectual Power, Autonomy. The Thesis emphasizes these issues.
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Taylor, LaBotta. "A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699960/.
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African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist during the transformation of urban elementary schools. Limited research is available on academic success in urban schools. Over the years, much of the focus has been on failure of underperforming schools with minority students and leaders. Additionally, there is a lack of research on the leadership of African American female school leaders. Thus, it is important to study successful African American female role models in urban schools. The purpose of this study was to examine transformational leadership skills evident in African American female principals at high-achieving, urban elementary schools. What are the transformational leadership skills evident in two African American female principals who work in high-achieving urban elementary schools? It was assumed that African American female principals applied some or all of the skills of transformational leadership when leading in two different urban elementary school settings. Successful transformational leadership can be categorized under the following four components 1) charismatic leadership (or idealized influence, CL or II), 2) inspirational motivation (IM), 3) intellectual stimulation (IS), and 4) individualized consideration (IC) (Avolio, Bass, & Jung, 1997). Results showed that African American female elementary school leaders displayed all tenets of the transformational leadership theory while leading high achieving campuses. However, the transformational leadership theoy was missing a cultural component from its doctrine.
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Peters, April Lynette. "A case study of an African American female principal participating in an administrative leadership academy." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060955233.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xv, 274 p. Includes bibliographical references (p. 219-228). Available online via OhioLINK's ETD Center
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陳虹. "分析澳門女性校長共有的經驗、認知和特性." Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1642667.
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Uwamahoro, Julienne. "Barriers to women in accessing principalship in secondary schools in Rwanda: a case study of two secondary schools in the Gicumbi District." Thesis, 2011. http://hdl.handle.net/10539/18808.
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Kambanda, Safari. "The role of high school principals in leading and managing their schools : a case study of Huye District in Rwanda." Thesis, 2014.
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This study aims at understanding how Rwandan high school principals lead and manage their schools, drawing on concepts of school culture. The research focuses on educational leadership and management in a post-conflict country which is still rebuilding following the 1994 genocide. The author intends to provide an original contribution to the field of education, notably in establishing how Rwandan high school principals exercise their responsibilities. The study is exploratory and explanatory research that focuses on how principals collaborate with partners, facilitate and participate in the development, implementation, and stewardship of a vision of learning that is shared, supported and owned by the school community. The main focus is on how the principals advocate, nurture, and sustain a school culture and instructional plans conducive to students’ learning and staff professional development.
Data collection followed a mixed-methods approach, quantitative and qualitative, and consisted of two phases, the first being survey research, using a questionnaire, and the second being a case study approach with two secondary schools. The survey was adapted from Phillips and Wagner’s (2003), and Wagner and Masden-Copas’ (2002), model of School Culture Triage Survey. It was intended to quantitatively explain how the leadership and management of the school principal impacted on school culture, while the semi-structured interviews, within the case studies, were designed to explore the school principal’s leadership and management from a range of perspectives.
These two phases were conducted using different research tools. The first phase of data collection was conducted by administering semi-structured interviews with the principals of all 14 high schools in the Huye District. In this phase, all the 14 participants had the same interview schedule, which targeted the role of these principals in leading and managing their schools. The interview schedule was structured but also provided potential for probes and prompts. The survey was followed by the two case studies, the highest and lowest ranked schools in the survey. The case studies aimed to explore the main responsibilities of the principals, how they relate to other stakeholders, and how they lead and manage staff and other resources. Data were gathered through semi-structured interviews with eight participants in each school, via documentary analysis, and through shadowing the two principals. The quantitative data were analysed using descriptive statistics while qualitative data analysis followed a thematic approach.
The findings show that principals in the Huye district of Rwanda are constrained by a centralized education system with predetermined rules and mandates from higher authority. The results also demonstrate that they have little autonomy and limited participation in decision-making on curricular and pedagogical issues. A review of the traditional top-down, hierarchical and managerial leadership is required to enhance school-based leadership and management.