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Artículos de revistas sobre el tema "Women school principals – Lesotho"

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Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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1

Tok, Türkay Nuri y Nesrin Yalçın. "Women School Principals In The Eyes of School Principals". Pamukkale University Journal of Social Sciences Institute 2017, n.º 28 (2017): 353–66. http://dx.doi.org/10.5505/pausbed.2017.36025.

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Rashidzadeh, Mohammad Ali. "Burnout among Iranian School Principals". Psychological Reports 90, n.º 1 (febrero de 2002): 61–64. http://dx.doi.org/10.2466/pr0.2002.90.1.61.

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This study investigated burnout among Iranian school principals. Also, the relationships of sex, years of administration, age, and marital status were considered. The sample were 200 principals (100 men, 100 women) who completed the Friedman School Principal Burnout Scale. Analysis showed principals who completed the scale felt exhausted, aloof, and deprecated. The women scored lower. There were significant correlationships between marital status and years of administration with the scores on burnout.
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Morris, Jeanette. "Managing Women: Secondary school principals in Trinidad and Tobago". Gender and Education 11, n.º 3 (septiembre de 1999): 343–55. http://dx.doi.org/10.1080/09540259920627.

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4

Wrushen, Barbara Rivers y Whitney H. Sherman. "Women secondary school principals: multicultural voices from the field". International Journal of Qualitative Studies in Education 21, n.º 5 (septiembre de 2008): 457–69. http://dx.doi.org/10.1080/09518390802297771.

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Ispa-Landa, Simone y Sara Thomas. "Race, Gender, and Emotion Work among School Principals". Gender & Society 33, n.º 3 (22 de enero de 2019): 387–409. http://dx.doi.org/10.1177/0891243218821920.

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Researchers have highlighted how gendered associations of femininity with emotional labor can complicate professional women’s attempts to exercise managerial authority. However, current understandings of how race and gender intersect in professional women’s emotional labor remain limited. We draw on 132 interviews from eight white women and 13 women of color who are novice principals. White women began the principalship wanting to establish themselves as emotionally supportive leaders who were open to others’ influence. They viewed emotional labor as existing in tension with showing authority as a leader. Over time, however, most white women reported adopting more directive practices. By contrast, women of color reported beginning the principalship with a more directive, take-charge leadership style. They viewed emotional labor and authority as part of a blended project and did not talk about these two aspects of leadership as existing in tension. Over time, their self-reported leadership style changed little. We analyze our findings in light of recent theorizing about gender and intersectionality.
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Khumalo, Shuti Steph. "ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY". Problems of Education in the 21st Century 79, n.º 1 (10 de febrero de 2021): 47–59. http://dx.doi.org/10.33225/pec/21.79.47.

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School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment. This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices. Key words: social justice, women principals, sexual harassment, primary schools, insubordination, self-esteem, self-image
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7

Badrus y Lilik Sri Wahyuni. "Kepemimpinan Kepala Sekolah Perempuan Lembaga Pendidikan Islam Dasar Di Kecamatan Nglegok Kabupaten Blitar". Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 9, n.º 2 (26 de agosto de 2019): 145–58. http://dx.doi.org/10.33367/ji.v9i2.974.

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This study aims to: (1) describe the Leadership of Women's School Principals in Nglegok, Blitar Regency; (2) describing the factors that support and hinder the leadership of women school principals in Nglegok, Blitar Regency. This research is a qualitative research. The research sites are Islamic Elementary Echool “Kreatif Zaid Bin Tsabit”, Primary School Ngoran 02, and Integrated Islamic Elementary School Wildan Mukholladun Nglegok Blitar. Resource persons for the study are principals, teachers, and operators. Data collection uses participant observation, interviews, and documentation. Data validity uses triangulation with data sources. Data analysis techniques by data reduction, data presentation, data analysis, drawing conclusions, and verification. The results showed: (1) Leadership of female school principals in Nglegok Sub-District, Blitar Regency had been going well, it was proven that the school principal had carried out several strategic policies. (2) Factors that support the leadership of female school principals in Nglegok District, Blitar Regency include government policies, technological advances, increased awareness of the potential and existence of women, state recognition of women's potential, human rights enforcement and a democratic system. While the inhibiting factors are rigidity in interpreting the text of religion, feelings of doubt and lack of confidence in some women.
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8

Aaron, Tiffany S. "Black Women: Perceptions and Enactments of Leadership". Journal of School Leadership 30, n.º 2 (26 de agosto de 2019): 146–65. http://dx.doi.org/10.1177/1052684619871020.

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This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.
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9

Fennell, Hope-Arlene. "Women Principals as Leaders: A Case Study". Journal of School Leadership 4, n.º 6 (noviembre de 1994): 672–707. http://dx.doi.org/10.1177/105268469400400605.

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Discussed in this paper are experiences with leadership and power from the points of view of four women elementary school principals and the teachers with whom they work. Focused on the concepts of leadership, communication, decisionmaking, and conflict resolution, data were collected through semi-structured and unstructured interviews with principals, and surveys and structured interviews with teachers. Interview data were analyzed by transcription to determine emergent themes; survey data were analyzed statistically. Findings included descriptions of principals’ uses of facilitative power from their self reports and the reports of those teachers with whom they worked. The paper also provides examples of power as both a multi-dimensional and multi-directional concept.
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10

Bairašauskienė, Lina. "Women in Lithuanian School Management: An Ethnographic Perspective". Acta Paedagogica Vilnensia 45 (28 de diciembre de 2020): 110–26. http://dx.doi.org/10.15388/actpaed.45.7.

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The research takes on a transdisciplinary approach, focusing on paths of how female school principals construct and develop professional identity. Two major approaches to professional identity include a feminist standpoint and a social constructionist approach. The former claims are that females are underrepresented as leaders in most facets of work life due to gender role stereotypes, prejudices, and unequal power distribution. The latter subscribes to the notion that a person’s identities are multiple and fluid due to their cultural, historic, and social situatedness. According to a feminist standpoint, female identities are developed very differently from their male counterparts as a systemic hierarchy of inequity above the principalship is recognized. Despite the fact that the number of female school principals has been growing in the field of education management, a masculine approach is still being applied in this sphere due to the prevailing dominance of power culture in the society. The study is framed as an ethnographic case study. It aims to understand, investigate, and discover the patterns of how professional identity, as a cultural construct, is acquired in the context of concepts of agency, power relations, subjectivities within gender, and social analysis, encompassing multiple interactions in institutionalized processes and systems by which they are formed, shaped, and reshaped over time.
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11

Oyeniran, Rassidy y Ishmael Bonjah Anchomese. "Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals". Journal of Educational Issues 4, n.º 1 (9 de junio de 2018): 148. http://dx.doi.org/10.5296/jei.v4i1.13042.

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Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.
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12

Møllerà, Jorunn. "Gender and Leadership Identities — Negotiated Realities for Women as School Principals". Improving Schools 6, n.º 3 (noviembre de 2003): 23–44. http://dx.doi.org/10.1177/136548020300600305.

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13

Mertz, Norma T. y Sonja R. McNeely. "Women on the Job: A Study of Female High School Principals". Educational Administration Quarterly 34, n.º 2 (abril de 1998): 196–222. http://dx.doi.org/10.1177/0013161x98034002003.

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14

Nogay, Kathleen y Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals". Journal of School Leadership 18, n.º 6 (noviembre de 2008): 583–602. http://dx.doi.org/10.1177/105268460801800602.

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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.
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15

Nogay, Kathleen y Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals". Journal of School Leadership 7, n.º 3 (mayo de 1997): 246–65. http://dx.doi.org/10.1177/105268469700700302.

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The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females. Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well. The conclusions of this study indicate that there is significant difference in perceptions of principal leadership behavior regarding gender. Principals also judge their own leadership behavior significantly different based on gender.
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16

Arar, Khalid y Tamar Shapira. "Leading a Quiet Revolution: Women High School Principals in Traditional Arab Society in Israel". Journal of School Leadership 22, n.º 5 (septiembre de 2012): 853–74. http://dx.doi.org/10.1177/105268461202200502.

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This article investigates why very few Arab women persevere to become principals in Arab high schools in Israel. It identifies these trailblazers’ distinguishing characteristics through the narratives of two Arab women, high school principals, tracing their transition from teaching to management, describing the intertwining of their personal and professional lives, examining their career choices from a gender perspective, and noting the changes they have implemented within Arab high schools in Israel. Research indicates that Arab society still views school principalship as a male role and that women face political and social resistance to attain this role.
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17

Oyeniran, Rassidy, Amalaman Franck Severin ANDO y Isidore Tra Bi Tra. "Overcoming Vulnerability: Life Stories of Two Cases Women Primary School Principals in the District of Abidjan, Côte D’Ivoire (Ivory Coast)". Journal of Studies in Education 11, n.º 3 (6 de julio de 2021): 41. http://dx.doi.org/10.5296/jse.v11i3.18402.

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The present study explores the life story that characterizes each of the selected women and how they get out with challenged conditions to conquer school principal-ship. The study used qualitative data to extract two (2) women principals’ meanings through in-deep interviews. The selected women principals were presented as case studies because of their potential backgrounds and experience. Ten (10) teachers randomly selected also take part in the study. The research employed a phenomenological case study approach based on the following factors: Perceptions, feelings, experiences, and resiliencies. The findings enlightened women principal’s principal-ship experiences, social roles, family and work obligations that they have to deal with in vulnerable situations. The paper also pointed out how these women surpass the barriers they encounter. The article proposes to create the educational, institutional and environmental conditions in order to make use of the potentialities of female, especially women school principals, for the success of the students.
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18

Bailes, Lauren P. y Sarah Guthery. "Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender". AERA Open 6, n.º 2 (abril de 2020): 233285842092929. http://dx.doi.org/10.1177/2332858420929298.

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Recent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender are associated with the probability of promotion to school leadership. Holding education, experience, school level, and urbanicity constant, Black principals are least likely to be promoted and wait longer for promotion when compared to White assistant principals. Additionally, findings suggest that even though women have over a year more experience on average before being promoted to assistant principal, they are less likely to be promoted to high school principal, and when they are, it is after a longer assistant principalship.
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19

Mulawarman, Widyatmike Gede, Laili Komariyah y Suryaningsi Suryaningsi. "Women and leadership style in school management: Study of gender perspective". Cypriot Journal of Educational Sciences 16, n.º 2 (30 de abril de 2021): 594–611. http://dx.doi.org/10.18844/cjes.v16i2.5638.

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Women’s representation in leadership positions is still low because there is still an opinion that women are not worthy of being leaders and only men are worthy of being leaders. This condition proves women’s low participation in leadership roles because the patriarchal culture still strongly influences people’s perspective. This paper aims to describe the roles and positions of women in school management. The research data are in the form of observations and interviews with female school principals and four male vice principals. The qualitative method with a gender perspective is used to identify women’s leadership style in Elementary School 002, Muara Badak District. The results showed that the principal in Muara Badak District prefers masculine characters and maintains a feminine character. It has an impact on assertiveness in controlling the school management process. Second, in carrying out school management functions, the principal’s leadership style applies a democratic leadership style. As a leader, participation seeks to provide trust and establish good communication by prioritising teamwork in decision-making. Keywords: Women’s leadership, school management, gender perspective.
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20

Monyooe, L. A. "Teachers' Views towards Corporal Punishment in Lesotho Schools". Psychological Reports 79, n.º 1 (agosto de 1996): 121–22. http://dx.doi.org/10.2466/pr0.1996.79.1.121.

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To examine randomly selected teachers' views regarding corporal punishment at secondary schools in Lesotho 36 women and 24 men whose ages ranged from 23 to 60 years responded to a questionnaire. Analysis of responses confirmed that corporal punishment was the most frequently used disciplinary method although dismissal from class, retention after school, and verbal reprimand were used.
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21

Fuller, Edward, Liz Hollingworth y Brian P. An. "Exploring intersectionality and the employment of school leaders". Journal of Educational Administration 57, n.º 2 (8 de abril de 2019): 134–51. http://dx.doi.org/10.1108/jea-07-2018-0133.

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Purpose There is growing recognition of the importance of educator diversity. The purpose of this paper is to examine the production, placement and employment of school leaders as assistant principals, principals and school leaders in Texas by the intersection of race/ethnicity and gender over 23 years. Design/methodology/approach This is a quantitative study that employs multilevel logistic regression analysis to examine using 25 years of educator employment data from Texas. Findings The authors find descriptive evidence of an increase in diversity of school leaders driven by a decreasing percentage of white men educators and an increasing percentage of Latina educators. Important differences, however, emerge when examining assistant principal vs principal positions, particularly with respect to the odds of being hired. The authors find black male and Latino educators are more likely than white male educators to be hired as an assistant principal but are less likely than white male educators to be hired as a principal. Women educators, regardless of race/ethnicity were less likely to be hired as assistant principals or principals relative to white male educators. Women of color had the lowest odds of being hired in any position relative to white male educators. With respect to school leader preparation program accountability, the authors find few program characteristics associated with placement and differences between programs explained very little of the variation in placement rates, bringing into question efforts to hold programs accountable for such outcomes. Originality/value A longitudinal examination of racial/ethnic and gender intersectionality over 25 years is a unique contribution to the study of inequitable access to school leadership positions.
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22

Maranto, Robert, Kristen Carroll, Albert Cheng y Manuel P. Teodoro. "Boys will be superintendents". Phi Delta Kappan 100, n.º 2 (24 de septiembre de 2018): 12–15. http://dx.doi.org/10.1177/0031721718803563.

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Even though the teaching profession is dominated by women, men hold more superintendent positions. The authors examine the pipeline that leads to the principalship and the superintendency and how it has evolved over time. They note school boards are more likely to perceive high school principals and athletic coaches as plausible superintendents, in contrast to elementary principals and curriculum specialists. In addition, elementary education majors, mostly women, tend to be more conservative and thus may choose family over advancement to a more demanding position. They discuss why having more women in high-level leadership is valuable and ways to reform the gendered career track.
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23

Kaparou, Maria y Tony Bush. "Invisible barriers: the career progress of women secondary school principals in Greece". Compare: A Journal of Comparative and International Education 37, n.º 2 (marzo de 2007): 221–37. http://dx.doi.org/10.1080/03057920601165587.

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Oyeniran, Rassidy. "Women Educational Leaders in Principalship: Exploring the Lived Experiences of Women Heading Primary Schools in Côte d’Ivoire". International Journal of Contemporary Education 1, n.º 1 (13 de abril de 2018): 36. http://dx.doi.org/10.11114/ijce.v1i1.3209.

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In Côte d’Ivoire, the situation of women in positions of power remains a sensitive and controversial issue. Women are mostly subjected to preconceptions that place them in challenging situations. The study sought to explore the experiences of women primary school principals, and to examine the hindrances that these women leaders encounter. Using mixed method approach, 11 women principals were purposefully sampled from the research field comprised of 11 primary schools located in Abidjan. The questionnaire and the semi-structured interview were utilized as tools to gather data. Findings revealed that women principals have hidden talents and competencies, as they perform in an ethical manner using the transformational style of leadership. Yet, as showed in the results, women principals experience a number of challenges and hurdles that stand in their pathways or occur when performing their leadership roles. The current study advocates getting rid of unnecessary and harmful prejudices that prevent women from moving up in order to allow them to express their inner potential. Besides, this study suggests a critical way of thinking with a view to promoting women in educational leadership positions. There is a need to empower women not only by bridging the gap that exists between men and women, but also for the welfare of students, especially those with special needs, because every schoolchild regardless his or her family background has the right to succeed in his or her learning process according to the principle of equity, universally recognized.
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Lad, Kaetlyn. "Two Women High School Principals: The Influence of Gender on Entry into Education and their Professional Lives". Journal of School Leadership 12, n.º 6 (noviembre de 2002): 663–89. http://dx.doi.org/10.1177/105268460201200603.

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This study explores the influences of being female on the lives of two women high school principals. The study focuses on how being female influenced their career choices and subsequent professional lives. The data presented are a subset of a larger set of data collected during a case study. The data indicate that career choices, behavior expectations and treatment, career advancement, and time demands are ways in which being female influenced them in their professional lives. Recommendations are made as to how the principalship might be restructured to attract more women (and men) to aspire to be high school principals.
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26

Gutierrez, Enrique Javier Diez. "Female Principals in Education: Breaking the Glass Ceiling in Spain". Paidéia (Ribeirão Preto) 26, n.º 65 (diciembre de 2016): 343–50. http://dx.doi.org/10.1590/1982-43272665201611.

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Abstract Spanish schools are characterised by having a high proportion of female staff. However, statistics show that a proportionately higher number of men hold leadership positions. The aim of this study was to analyse the reasons why this is so, and to determine the motivations and barriers that women encounter in attaining and exercising these positions of greater responsibility and power. Questionnaires were administered to 2,022 female teachers, 430 female principals and 322 male principals. In addition, semi-structured interviews were held with 60 female principals, 14 focus group discussions were held with female principals and 16 autobiographical narratives were compiled with female principals and school inspectors. The reasons identified were related to structural aspects linked to the patriarchal worldview that is still dominant in our society and culture. Nevertheless, we also found motivations among women for attaining and exercising leadership roles.
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27

Fennell, Hope-Arlene. "Feminine Faces of Leadership: Beyond Structural-Functionalism?" Journal of School Leadership 18, n.º 6 (noviembre de 2008): 603–33. http://dx.doi.org/10.1177/105268460801800603.

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Leadership continues to be a central focus for research in educational administration. Until recently, many studies about leadership have been based largely on the experiences of white males and interpreted based on the structural-functionalist perspective. In this paper the writer explores the phenomenon of leadership through the eyes and experiences of six women leaders who are school principals. The findings are from a recently completed phenomenological study of six women principals’ lived experiences with leadership.
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28

Eckman, Ellen Wexler. "Women High School Principals: Perspectives on Role Conflict, Role Commitment, and Job Satisfaction". Journal of School Leadership 12, n.º 1 (enero de 2002): 57–77. http://dx.doi.org/10.1177/105268460201200103.

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Priatiningsih, Selasi. "Kepemimpinan Wanita Sebagai Kepala Sekolah Studi di SD Negeri Kecamatan Balung Kabupaten Jember". Journal Of Administration and Educational Management (ALIGNMENT) 1, n.º 1 (17 de junio de 2018): 1–10. http://dx.doi.org/10.31539/alignment.v1i1.220.

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The research aims at describing types as well as teachers perception on woman principal leadership in Public Primary School in Balung subdistrict. The research approach was quantitative with survey research to gather a general descrition of woman principal leadership. Data collection was carried out through questionnaire and interview technique to 54 teachers at Public Primary School lead by women principals. The sample was population sample because it used the whole participants as the sample. The results of the research showed that the dominant type of 5 women principals included in personal type of leadership which is indicated by mean 10.147 (SD 1.393) whereas otoriter type became the smallest score included as minor type which was indicated by mean 9.056 (1.224). teachers perception showed that leadership stye of woman principles was inclined to be feminine with mean 3.68 and transformational style indicated by mean 3.11 which was supported bu two insicators by masculine and transactional styles. Keywords: Woman Leadership, Women Principles, Balung Public Primary School
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Shaughnessy, Michael F., Elizabeth Self, Gerry Schwartz y Kim Naylor. "Personality Characteristics of Outstanding Teachers". Psychological Reports 76, n.º 3 (junio de 1995): 1035–38. http://dx.doi.org/10.2466/pr0.1995.76.3.1035.

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56 teachers (48 women, 8 men) identified as “outstanding” by 27 principals in two southwestern school districts were administered the 16 Personality Factor Questionnaire. Their scores are described and implications examined.
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31

Faraj-Falah, Janan y Yossi Maman. "“Pioneers”—The Druze Women School Principals as Role Models & Generators of Social Change". Creative Education 10, n.º 07 (2019): 1573–88. http://dx.doi.org/10.4236/ce.2019.107114.

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32

Peters, April L. "Leading through the challenge of change: African-American women principals on small school reform". International Journal of Qualitative Studies in Education 25, n.º 1 (febrero de 2012): 23–38. http://dx.doi.org/10.1080/09518398.2011.647722.

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Gaitanidou, Athanasia, Vassiliki Derri, Athanasios Laios, Evangelos Bebetsos y Fotios Kalfopoulos. "Leadership: The Effect of Gender on the Openness in Experience and on the Practices of Educational Leadership in Differentiated Teaching". Journal of Education and Training 7, n.º 1 (15 de noviembre de 2019): 1. http://dx.doi.org/10.5296/jet.v7i1.15836.

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In last decades researches have been undertaken on educational leadership and the linking of the various leadership models with the improvement of school units. Leader's characteristics are an important factor in the leadership's interpretation. The aim of the present study was to look for possible differences in the behaviors of the educational leadership: (a) differentiated teaching on the kinesthetic type of intelligence and the cross-thematic content, (b) the personality trait, the openness in experience of male and female principals, and (c) assess the impact of personality traits, receptivity to experience, behaviors of educational leadership in diversified teaching with regard to the kinesthetic type of intelligence and the cross-thematic teaching content. The survey involved 194 principals from all regions of Greece. The quantitative analysis of the data confirmed the practice of teaching practices in differentiated teaching on the kinesthetic type of intelligence and the cross-thematic content by women to a greater extent but not statistically significant. Differences between the male and female principals were statistically significant in the personality trait “Openness in experience” in favor of women. The "Openness in experience" feature interpreted 12.3% of the "Instructional leadership in kinetic cross-thematic approaches", F (1, 192) = 26.909, p <0.001. This study is of great importance for the selection and training of primary school unit principals in guiding differentiated teaching, in terms of learning profile and cross-thematic content.
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Lee, Valerie E., Julia B. Smith y Madalyn Cioci. "Teachers and Principals: Gender-Related Perceptions of Leadership and Power in Secondary Schools". Educational Evaluation and Policy Analysis 15, n.º 2 (junio de 1993): 153–80. http://dx.doi.org/10.3102/01623737015002153.

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This study explores teachers’ perceptions of their own power at the personal, interpersonal, and organizational levels of their schools. It investigates how the interaction between principal and teacher gender affects high school teachers’ evaluations of the principal’s leadership, as well as how it influences subsequent evaluations of their own power. The study employs a sample of almost 9,000 teachers in over 300 public, Catholic, and private secondary schools from the Administrator and Teachers Survey of the High School and Beyond study. A strong pattern of results shows that while female teachers feel empowered when working in schools headed by female principals, male teachers consider themselves less powerful in those circumstances. The interaction between teachers’ and principals’ gender contributes to understanding the persistent underrepresentation of women in the high school principalship.
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Loder, Tondra L. "African American Women Principals’ Reflections on Social Change, Community Othermothering, and Chicago Public School Reform". Urban Education 40, n.º 3 (mayo de 2005): 298–320. http://dx.doi.org/10.1177/0042085905274535.

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Maranto, Robert, Manuel P. Teodoro, Kristen Carroll y Albert Cheng. "Gendered Ambition: Men’s and Women’s Career Advancement in Public Administration". American Review of Public Administration 49, n.º 4 (20 de octubre de 2018): 469–81. http://dx.doi.org/10.1177/0275074018804564.

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We explore the relationships between gender, career ambition, and the emergence of executive leadership. Growing research in public administration shows that career systems shape bureaucrats’ ambitions, political behavior, and management. Yet career systems are not neutral conduits of talent: Administrators are more likely to pursue advancement when career systems favor them. This study proposes that women and men respond to gendered public career systems. Using national- and state-level data on public school managers in the United States, we find gender disparities in the career paths that lead educators from the classroom to the superintendent’s suite. Specifically, we find that female and elementary school teachers advance more slowly than male and secondary school teachers. We also find gender disparities in certification and experience among principals. Accordingly, female and elementary principals report lower levels of ambition. Such gendered career systems may lead to biases in policy agendas and public management.
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37

Chrisman, Matthew, Sarah Patel y Rachel Alonzo. "Barriers to and facilitators of using MyPlate nutritional guidelines in K-12 teachers and principals". Health Education Journal 79, n.º 2 (7 de agosto de 2019): 152–65. http://dx.doi.org/10.1177/0017896919867986.

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Objective: MyPlate, a tool for communicating the federal nutrition guidelines in the USA, may contribute to healthy diets and behaviours, yet whether and how it is used by teachers and school principals is unknown. The purpose of this study was to examine (1) the prevalence of using nutrition lessons and MyPlate guidelines by K-12 teachers and principals; (2) barriers to, and facilitators of, using them; and (3) suggested strategies to improve their use. Methods: A convenience sample of teachers and principals ( n = 124) from a Midwestern US school district were surveyed. Results: The majority of respondents were women (88%), elementary school teachers (76%) and Caucasian (90%). A total of 18% ( n = 16) of teachers included nutrition in lesson plans. A total of 17% ( n = 15) of teachers used MyPlate in their classrooms, primarily through handouts and group activities. Being a parent and being more familiar with MyPlate were positively associated with including nutrition in lessons, and income and higher education were inversely associated with including nutrition in lessons. Barriers included lack of time, knowledge and resources, and facilitators included believing nutrition was important, nutrition being part of the curriculum and personal interest. Suggested strategies to improve use of MyPlate included introducing the MyPlate curriculum into health, physical education or other classes; using MyPlate messages in the cafeteria; and posting signage around the school. Conclusion: MyPlate use was low in this sample of teachers and principals in a Midwestern US school district. Handouts, group activities, signage and curriculum integration could potentially increase schools’ use of the resource. Strategies should be developed to reduce the barriers for using MyPlate. Future research should examine a more diverse sample of teachers and strategies to integrate MyPlate into curriculum.
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Newcomb, Whitney Sherman y Arielle Niemeyer. "African American women principals: heeding the call to serve as conduits for transforming urban school communities". International Journal of Qualitative Studies in Education 28, n.º 7 (9 de agosto de 2015): 786–99. http://dx.doi.org/10.1080/09518398.2015.1036948.

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Gunbayi, Ilhan. "WOMEN AND MEN TEACHERS' APPROACHES TO LEADERSHIP STYLES". Social Behavior and Personality: an international journal 33, n.º 7 (1 de enero de 2005): 685–98. http://dx.doi.org/10.2224/sbp.2005.33.7.685.

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This study aimed to find out how frequently teachers at compulsory-education level school – primary and junior high schools – perceived that they would adopt various leadership styles in their schools if they were the principal and if this frequency was gender related. Data were collected from 321 teachers from compulsory-education schools by means of the Leadership Questionnaire (Bowers & Seashore, 1966) measuring four leadership styles – support, interaction facilitation, goal emphasis, and work facilitation. The questionnaire was translated and reliability analyses for teachers in Turkey were carried out. On average the teachers scored at a very high level for leadership style in goal emphasis; and at a high level in interaction facilitation, support and work facilitation. The highest score was for goal emphasis, the lowest for work facilitation. Men scored at higher levels than women did in all leadership styles. Suggestions are made about what should be done to achieve effective leadership in schools, to help teachers have a positive approach to more participative leadership styles, and to remove gender inequity among school principals and leaders.
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Andriani, Tuti. "PERAN KEPALA SEKOLAH PEREMPUAN DALAM UPAYA PENINGKATAN MUTU PENDIDIKAN DI SEKOLAH DASAR MUHAMMADIYAH 01 PEKANBARU". POTENSIA: Jurnal Kependidikan Islam 5, n.º 1 (8 de octubre de 2019): 15. http://dx.doi.org/10.24014/potensia.v5i1.6021.

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This article discusses the role of female school principals in efforts to improve the quality of education in Muhammadiyah Elementary School 01 Pekanbaru, which uses descriptive qualitative methods. The key informants were the Principal of the Muhammadiyah Elementary School 01 Pekanbaru and the supporting informants were teachers, foundation administrators, students, parents, and the surrounding community. Data collection techniques using interviews and documentation. Data analysis techniques through the stages of data reduction, data display, conclusion drawing and verification. The research findings show that female school principals have the ability to improve the quality of education by acting as administrators, supervisors, innovators and motivators. Supporting factors are: (1) friendly and gentle nature; (2) the assertiveness of women; (3) management knowledge; (4) willing to sacrifice both in terms of material and time; and (5) collective and collegial leadership. While the inhibiting factors are: (1) it is still difficult for a female leader to hide/ control her emotions; (2) physical condition which is weak or vulnerable to disease, is one of the obstacles to the role of women's leadership; and (3) the difficulty of collaborating with foundations, so that it impedes women's leadership a bit.
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Mogadime, Dolana, PJ (Kobus) Mentz, Denise E. Armstrong y Beryl Holtam. "Constructing Self as Leader: Case Studies of Women Who Are Change Agents in South Africa". Urban Education 45, n.º 6 (25 de octubre de 2010): 797–821. http://dx.doi.org/10.1177/0042085910384203.

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The present article draws from the biographical narratives of three South African high school female principals which are part of a larger research study in which 26 aspiring and practicing women school leaders were interviewed. Narratives were constructed from in-depth interviews with each participant and analyzed for themes that provided insights into the skills, knowledge, and understanding that contribute to an effective African-centered leadership style that values three key principles of ubuntu: spirituality, interdependence, and unity. Findings indicate these women’s narratives are a testimony to their moral and ethical commitments in which social emancipation, compassion, and care for the community’s children are firmly rooted at the center of their leadership style. This study answers the call for research that explores context-specific leadership.
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42

Zarif, Tayyaba y Aziz un Nisa. "Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools". Pakistan Journal of Gender Studies 7, n.º 1 (8 de junio de 2013): 99–109. http://dx.doi.org/10.46568/pjgs.v7i1.276.

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The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.
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Mulani, John Munyao, Prof Pamela Ochieng y Dr Reuben K. Kenei. "The Influence of Gender Stereotyping Dynamics on Appointment of Female Teachers as Secondary School Principals in Makueni Sub-county, Makueni County, Kenya". International Journal for Innovation Education and Research 8, n.º 6 (1 de junio de 2020): 304–14. http://dx.doi.org/10.31686/ijier.vol8.iss6.2419.

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Female teachers play an important role in school management. However, their number in positions of school headship is low. The purpose of this study was to assess the influence of gender dynamics on the appointment of female teachers as secondary school principals in Makueni Sub-county, Makueni County, Kenya. The objectives were: to assess the influence of female teachers’ gender roles, self-perception, stereotyping and management training on appointment as secondary school Principals. The study was guided by The Pearson’s Theory of Gender Relations and Feminism Theory. Mixed methodology was applied and thus concurrent triangulation design was adopted. Qualitative data were analyzed thematically along the objectives and presented narrative forms. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using linear regression analysis with the help of Statistical Packages for Social Science (SPSS Version 23) and presented using tables. The study established that gender stereotyping is a major hindrance to female teachers’ desire to seek to positions of headship. The study recommends that educational policy-makers to come up with policies that create positions for women to eliminate gender imbalance in education administration. Policy makers to come up with a curriculum that include gender issues for purpose of sensitizing the community on the social/cultural barriers which cause gender imbalance in education administration. The Ministry of Education should come up with a policy where attendance of workshops and seminars is a compulsory requirement for all teachers in order to build skills and knowledge on their careers and give women chances to compete favorably with men.
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44

Arar, Khalid Husny. "The challenges involved when Arab women forge a path to educational leadership: Context, personal cost, and coping". Educational Management Administration & Leadership 47, n.º 5 (febrero de 2018): 749–65. http://dx.doi.org/10.1177/1741143217753191.

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This paper traces challenges faced by six Arab women from three different Arab localities – Palestinian Arab society in Israel, Palestinian Authority territories, and Jordan – on their path to appointment as school principals, investigating how they cope with the challenges involved in women’s leadership in a patriarchal society. Qualitative methodology employed in-depth interviews to elucidate the life stories of six Arab women principals. Findings show that the women’s professional careers were empowered by family support. They report various difficulties and obstacles that they needed to overcome, especially since they are expected to continue to fulfil their homemaker role while complying with the requirements of their demanding profession. It is concluded that Arab women who attain educational leadership posts employ their strong characteristics, their empowered agency, and the values they acquire and represent to improve their social status, transform their personal and professional identity, and improve their resources despite restrictive cultural norms. Enlisting support from their families and other resources, they overcome barriers on the path to principalship. It is recommended that government policy in the studied societies should encourage women to undertake senior roles in education and provide the necessary mentoring and support to ensure their success. Further implications of the findings are discussed.
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Mberia, ANNE Wangari. "Women and Leadership in Mixed Secondary Schools in Kenya; Do Stakeholder’s Attitudes Matter?" International Journal of Social Science Research 5, n.º 1 (19 de marzo de 2017): 39. http://dx.doi.org/10.5296/ijssr.v5i1.10157.

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Leadership is a process whereby an individual influences a group of individuals to achieve a common goal (Northhouse, 2011). In time and space, women leadership remains a subject talked about but hardly appreciated (Wren, 2013). Among the factors contributing to poor representation of women in leadership is stakeholder’s attitude (Coleman, 2005). The study sought to investigate stakeholder’s attitudes impeding women teachers' ascension to leadership positions in mixed public secondary schools, focusing in Tharaka South Sub – County, Kenya. The study employed descriptive cross-sectional survey design utilizing both qualitative and quantitative methods of data collection. Probability and non-probability sampling techniques were used to arrive at the sample size. Data was collected from women classroom teachers, heads of departments, school principals, education officers, education trade unionists, Parents and Teachers Association officials and School Board of Management officials. Questionnaires, interview guide and focus group discussion guides were used to collect both qualitative and quantitative data. Data analysis was assisted by computer software (Statistical Package for Social Sciences for quantitative data and NVIVO for qualitative data). The study established that education stakeholders have a general negative attitude towards women leadership in schools.
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Morojele, Pholoho, Vitallis Chikoko y Ntombikayise Ngcobo. "Do Women Have to ‘Grow Muscles’ in Order to Successfully Manage Schools? Evidence from Some South African Female School Principals". Anthropologist 15, n.º 2 (marzo de 2013): 199–207. http://dx.doi.org/10.1080/09720073.2013.11891307.

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Yuliarti, Sesrita, Fatmariza Fatmariza y Maria Montessori. "Analysis of Female Headmasters in West Sumatra". Journal of Moral and Civic Education 3, n.º 1 (27 de junio de 2019): 18–27. http://dx.doi.org/10.24036/8851412312019103.

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This study aims to analyze the leadership of women as principals. The Leadership was observed in the terms of nature, behavior, situation, strengths, weaknesses, opportunities, and challenges of women's leadership. The study used a qualitative approach with case studies. Furthermore, purposive sampling was used to determine the participants of the research. Data were collected through observation, interview and documentation. Validation of the data was done through data reduction, data presentation and data verification. The results of the research, in terms of the leadership of the principal, show that the principals have the ability and readiness of knowledge. From the behavioral aspect, the principals can establish good relationship which is familial and democratic. Therefore, the leadership situation of female principals creates a humane and democratic atmosphere. The advantages of female principals are seen in terms of emotional stability, awareness, communicative, detail and confidence, however, there are still weaknesses in terms of assertiveness, with strong patriarchal values. Nevertheless, female principals still can work in the public sphere by attending training and becoming organizational officials. Female principals face more challenges not only to advance the school but to provide good leadership proof in order to reduce the paradigm of ideal male leader. It can be concluded that the female principals’ leadership is able to provide a new, democratic, and humanist ambience. Keywords: democratic, humanistic, female leadership ABSTRAK Penelitian ini bertujuan menganalisis kepemimpinan perempuan sebagai kepala sekolah. Ditinjau dari segi sifat, perilaku, situasi, kekuatan, kelemahan, kesempatan, dan tantangan kepemimpinan perempuan. Penelitian menggunakan pendekatan kualitatif dengan studi kasus. Selanjutnya purposive sampling untuk menentukan informan penelitian. Data dikumpulkan melalui observasi, wawancara dan dokumentasi. Keabsahan data melalui reduksi data, penyajian data dan verifikasi data. Hasil penelitian dari sifat kepemimpinan kepala sekolah menunjukkan kesanggupan dan kesiapan pengetahuan melalui pelatihan. Seterusnya segi perilaku mampu menjalin hubungan bersifat kekeluargaan, demokratis. Dengan demikian situasi kepemimpinan perempuan menciptakan suasana humanis dan demokratis. Terlihat kelebihan kepemimpinan perempuan dari sisi kestabilan emosi, kepedulian, komunikatif, detail dan percaya diri, namun masih terdapat kelemahan segi ketegasan terutama disekolah kejuruan dengan nilai-nilai patriarkhis. Meskipun demikian kepemimpinan perempuan memiliki peluang bekerja diruang public. Perempuan menghadapi banyak tantangan memberikan pembuktian kepemimpinan ideal. Dapat disimpulkan kepemimpinan kepala sekolah perempuan mampu memberikan nuansa baru demokratis dan humanis dalam kepemimpinannya. Kata kunci: demokratis, humanis, kepemimpinan perempuan
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Labiso, Tafano Ouke. "An Analysis of the Status of women Leadership in Education Sector of the catchment areas of Wolaita Sodo University". Advances in Social Sciences Research Journal 6, n.º 9 (28 de septiembre de 2019): 186–212. http://dx.doi.org/10.14738/assrj.69.7095.

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The purpose of this study was to investigate causes for the underrepresentation of women in top positions of the education sector of the catchment areas of Wolaita Sodo University. Hence, to realize this purpose, secondary school teachers, principals of secondary schools, and supervisors of all levels, and heads of education offices and departments of Dawro and Wolaita administrative zones were used as the target population. In order to make the study manageable, the sample secondary schools teachers were selected by simple random sampling technique, and principals and supervisors were selected through purposive sampling techniques. Descriptive survey research design and concurrent mixed approaches were applied. Both close-ended and open-ended questionnaires and unstructured interviews were used to collect data. Frequency counts, and percentages were employed for quantitative data through close-ended questionnaire. Data through qualitative questionnaire were narrated and used for the sake of triangulation. The finding showed that women were underrepresented due to self-related factors, socio-cultural factors, institutional factors, economic factors, and political-legal factors in the leadership positions of secondary and primary schools, principal ship positions, and supervisory positions. Thus, it was concluded that though the Federal Democratic Republic of Ethiopia has taken a number of affirmative actions and stipulated the issue of empowering women in the constitution, yet women were strikingly underrepresented in Dawro and Wolaita zones of south Ethiopia, particularly in the education sector. Therefore, it was recommended that taking into account that women are half the population, talented in leadership and management and the advantage of gender diversity in educational leadership institutions, government and the large society should strive towards empowering women.
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Achmad, Syaefudin. "Membangun Pendidikan Berwawasan Gender". Yinyang: Jurnal Studi Islam Gender dan Anak 14, n.º 1 (24 de julio de 2019): 70–91. http://dx.doi.org/10.24090/yinyang.v14i1.2843.

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The role of women in national development is increasingly significant and should not be underestimated. To build human resources for women, education is needed that upholds gender equality so that their rights to education can be realized. But inevitably, education in Indonesia in its history has experienced a dark period where women lacked rights in education. There was once a gender gap in the world of education in Indonesia. There are several factors that influence it, such as community culture and school structure systems that lack opportunities for women to take part. Therefore, gender-conscious education needs to be realized in order to address the gender issue. One effort to realize gender-oriented education can be by developing a gender-sensitive learning process approach through fostering and training teachers, principals, and education supervisors, as well as at the level of decision making in all national education management units.
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50

Yasmeen, Saima y Rabia Ali. "Women’s Experiences as Educational Leaders: Evidence from Islamabad Model Schools". International Journal of Innovation in Teaching and Learning (IJITL) 6, n.º 2 (22 de enero de 2021): 113–27. http://dx.doi.org/10.35993/ijitl.v6i2.840.

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This paper examines the experiences of women in educational administrative positions in public Schools in Islamabad, Pakistan by using a qualitative research design. In-depth interviews were conducted with head teachers from twenty girls’ model schools from urban areas of Islamabad. The findings of this study reveal that school leadership is not as simplistic and easy as assumed. Instead, it is complex and challenging due to personal and organizational constraints. The data shows that the participants felt reluctant to take leading positions as a result of work-family conflict. Furthermore, they also feared to be able to balance household responsibilities and administrative tasks. While some felt reluctant to work as leaders due to their attributes, others who opted to take the leading positions made personal sacrifices. Moreover, several organizational rules and regulations such as maternity leave and policies regarding child care were believed to distract teachers thus providing hurdles in their careers. It can be concluded that women navigate through these personal and organizational constraints to prove themselves as effective leaders. The findings from this study may offer useful insights to early-career women who aspire to work as potential leaders. These also have implications for policymakers concerned with school education in the country. Keywords: School Principals, Leadership, Barriers, Family Conflict, Pakistan
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