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Journal articles on the topic 'Women principals'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Oyeniran, Rassidy, Amalaman Franck Severin ANDO, and 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, no. 3 (July 6, 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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2

Tok, Türkay Nuri, and Nesrin Yalçın. "Women School Principals In The Eyes of School Principals." Pamukkale University Journal of Social Sciences Institute 2017, no. 28 (2017): 353–66. http://dx.doi.org/10.5505/pausbed.2017.36025.

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3

Priatiningsih, Selasi. "Kepemimpinan Wanita Sebagai Kepala Sekolah Studi di SD Negeri Kecamatan Balung Kabupaten Jember." Journal Of Administration and Educational Management (ALIGNMENT) 1, no. 1 (June 17, 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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4

Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 18, no. 6 (November 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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5

Nogay, Kathleen, and Robert J. Beebe. "Gender and Perceptions: Females as Secondary Principals." Journal of School Leadership 7, no. 3 (May 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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6

Rashidzadeh, Mohammad Ali. "Burnout among Iranian School Principals." Psychological Reports 90, no. 1 (February 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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7

MacKinnon, Kenneth. "‘The women are taking over’: Exploring hegemonic masculinities in elementary principalship." Management in Education 35, no. 1 (July 23, 2020): 32–42. http://dx.doi.org/10.1177/0892020620942505.

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This article explores the experiences of both male and female principals in the Greater Toronto Area (GTA) as they navigate principalship through a gendered lens. Interviews with these principals reveal the presence and impact of hegemonic masculinities on the ability of both male and female principals to lead their schools. These conversations reveal a series of discourses that repeatedly emerged: ‘The women are taking over’; ‘The “detached” male principal’; ‘You’re tough, you can handle it, man’; and ‘I’d rather work for a man’. One would think that the influx of more female principals in the GTA over the past 10 years would inspire positive changes to the role of principal, a role that was largely created by and for men to inhabit. Sadly, this is not the case as both male and female principals continue to uphold hegemony while at the same time struggle under its effects. This article takes the position that principalship provides the potential to create a space where women and men can find agency, a place of resistance that works against the gendered discourses at play in their daily work lives. Unfortunately, it appears that this space does not yet exist, and this article suggests that recognition of the problem is the first step towards finding such a space.

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8

Fennell, Hope-Arlene. "Women Principals as Leaders: A Case Study." Journal of School Leadership 4, no. 6 (November 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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9

Mulawarman, Widyatmike Gede, Laili Komariyah, and Suryaningsi Suryaningsi. "Women and leadership style in school management: Study of gender perspective." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 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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10

Edwards, Elizabeth. "Women principals, 1900–1960: gender and power." History of Education 29, no. 5 (September 2000): 405–14. http://dx.doi.org/10.1080/00467600050120324.

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11

Celikten, Mustafa. "A perspective on women principals in Turkey." International Journal of Leadership in Education 8, no. 3 (January 2005): 207–21. http://dx.doi.org/10.1080/13603120500041835.

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12

García-Rodríguez, M. Pilar, José Carmona, M. Luisa Fernández-Serrat, and Joan Teixidó-Saballs. "Spanish principals: Motives for accession and difficulties in enacting the role." Educational Management Administration & Leadership 48, no. 1 (June 20, 2018): 45–63. http://dx.doi.org/10.1177/1741143218781071.

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This work explores the relationships between principals’ motivations for entering the principalship and the difficulties they experienced during their first year as principals. Survey data were collected from a sample of 2042 Spanish principals. They answered a questionnaire assessing intrinsic and extrinsic motivations, difficulties experienced when doing instructional, informational, and administrative tasks, and other personal and contextual characteristics. The scales developed to measure motivations and difficulties displayed adequate psychometric properties. The results showed the preponderance of intrinsic motivations. Administrative mundane tasks were perceived as the most difficult ones. We also found that non-administrative instructional tasks were more difficult for those principals who were more extrinsically motivated. Some gender differences were observed in motivations and difficulties. Women placed lower value on extrinsic motivations than men. Furthermore, while the difficulty of administrative tasks in their first year as principal was placed higher by women than men, those tasks that are more relationship-oriented (i.e. informative and instructional tasks) were rated as more difficult by men than women. Although internal incentives and administrative overload characterize most of the public Spanish principals, some findings pointed to the possibility of other profiles of principals that should be investigated in further studies. Implications for the design of principalship training are also discussed.

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13

Badrus and Lilik Sri Wahyuni. "Kepemimpinan Kepala Sekolah Perempuan Lembaga Pendidikan Islam Dasar Di Kecamatan Nglegok Kabupaten Blitar." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 9, no. 2 (August 26, 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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14

Lomotey, Kofi. "Research on the Leadership of Black Women Principals: Implications for Black Students." Educational Researcher 48, no. 6 (June 26, 2019): 336–48. http://dx.doi.org/10.3102/0013189x19858619.

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In this exploratory review, I consider research on Black women principals for the period 1993 to 2017, using 57 research reports obtained from dissertations, journal articles, and a book chapter. This exploration is of particular significance given the continuous disenfranchisement and subsequent underachievement of Black children in U.S. schools and the importance of black women principals in addressing this quagmire. I highlight the methodological and theoretical traits of these studies, single out overstressed approaches, and highlight the most significant gaps in research on Black women principals. Major findings are (1) the large majority of studies on Black women principals appear in dissertations; (2) researchers studying Black women principals explore the lived experiences of Black women principals (e.g., race, gender) and aspects of the leadership of these women (e.g., transformational leadership); (3) the most common theoretical framework in these studies is Black Feminist Thought, followed by Critical Race Theory and Standpoint Theory; (4) all of the studies employed qualitative methods, while a few also included quantitative methods; (5) the principals who were studied served in elementary, middle, and high schools; and (6) spirituality, race, and gender are important to these leaders. Following a discussion of the findings, I conclude with implications for (1) future research, (2) the preparation of aspiring principals, and (3) the professional development of practicing principals.

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15

Bailes, Lauren P., and Sarah Guthery. "Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender." AERA Open 6, no. 2 (April 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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Adams, Kathy L., and W. Grant Hambright. "Encouraged or Discouraged? Women Teacher Leaders Becoming Principals." Clearing House: A Journal of Educational Strategies, Issues and Ideas 77, no. 5 (May 2004): 209–12. http://dx.doi.org/10.3200/tchs.77.5.209-212.

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17

Wimpelberg, Robert, and Anne McClellan. "Balancing Acts: Women Principals at Work. Lisa Smulyan." American Journal of Education 109, no. 3 (May 2001): 401–6. http://dx.doi.org/10.1086/444279.

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18

Shapira, Tamar, Khalid Arar, and Faisal Azaiza. "Arab women principals' empowerment and leadership in Israel." Journal of Educational Administration 48, no. 6 (September 28, 2010): 704–15. http://dx.doi.org/10.1108/09578231011079566.

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19

Lumby, Jacky, and Cristina Azaola. "Women Principals in Small Schools in South Africa." Australian Journal of Education 55, no. 1 (August 2011): 73–85. http://dx.doi.org/10.1177/000494411105500108.

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20

Lee, Valerie E., Julia B. Smith, and Madalyn Cioci. "Teachers and Principals: Gender-Related Perceptions of Leadership and Power in Secondary Schools." Educational Evaluation and Policy Analysis 15, no. 2 (June 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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Ispa-Landa, Simone, and Sara Thomas. "Race, Gender, and Emotion Work among School Principals." Gender & Society 33, no. 3 (January 22, 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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22

Spencer, William A., and Frances K. Kochan. "Gender Related Differences in Career Patterns of Principals in Alabama." education policy analysis archives 8 (January 24, 2000): 9. http://dx.doi.org/10.14507/epaa.v8n9.2000.

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The purpose of this research was to determine the status of women administrators in the Alabama in terms of demographic and career patterns. A survey was sent to all principals in Alabama. Five hundred-fifty, or 42% of the principals responded. In Alabama, women principals are generally more recent in their position, are somewhat more likely to have come directly from the classroom, and have less mobility in acquiring the position.

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23

Kultsum, Ummi, Khamami Zada, Maya Defianty, and Mumin Roup. "Muslim Women Leadership: The Catalytic Style in Developing School Members' Psychological Well-Being Amidst Global Pandemic." Islamic Guidance and Counseling Journal 5, no. 2 (October 10, 2022): 119–34. http://dx.doi.org/10.25217/igcj.v5i2.2711.

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This article investigates how women principals practice their leadership to address the global pandemic challenges encountered by Islamic-based junior high schools or madrasah Tsanawiyah (MTs). The study examines the key behaviors and practices school leaders, particularly women, implement to address the global pandemic challenges. Some challenges in the global pandemic, including learning management, developing an online curriculum, school facilities, teacher performance, and school members' psychological well-being, were indicated to hinder the learning effectiveness in MTs. The MTs principals, the top-level leaders in the institutions, play a critical role in addressing these issues. This research utilized a multiple case study approach and collected qualitative data from six MTs in Bogor, Tangerang, and Bekasi. An in-depth interview with 18 participants was conducted to investigate the women's principal leadership practices. The findings revealed that principals displayed a catalytic leadership approach through an agent of change where school members and stakeholders are invited to change the curriculum system and performance to respond to the challenges of the global pandemic. The results of this study also indicate that most female principals prioritize the well-being of teachers and students in facing learning challenges in the pandemic era.

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Robinson and Toney. "Mi'kmaw Women Principals' Leadership as Pathways for Cultural Revitalization." Journal of American Indian Education 60, no. 1-2 (2021): 100. http://dx.doi.org/10.5749/jamerindieduc.60.1-2.0100.

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25

Morris, Jeanette. "Managing Women: Secondary school principals in Trinidad and Tobago." Gender and Education 11, no. 3 (September 1999): 343–55. http://dx.doi.org/10.1080/09540259920627.

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Christman, Jolley, Joanruth Hirshman, Arlene Holtz, Holly Perry, Rita Spelkoman, and Mollie Williams. "Doing Eve's Work: Women Principals Write about Their Practice." Anthropology & Education Quarterly 26, no. 2 (June 1995): 213–27. http://dx.doi.org/10.1525/aeq.1995.26.2.05x1255g.

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27

Ching Shum, Lai, and Yin Cheong Cheng. "Perceptions of women principals’ leadership and teachers’ work attitudes." Journal of Educational Administration 35, no. 2 (May 1997): 165–84. http://dx.doi.org/10.1108/09578239710161786.

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28

Wrushen, Barbara Rivers, and Whitney H. Sherman. "Women secondary school principals: multicultural voices from the field." International Journal of Qualitative Studies in Education 21, no. 5 (September 2008): 457–69. http://dx.doi.org/10.1080/09518390802297771.

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29

Arar, Khalid. "“I made it”: Israeli‐Palestinian women principals as leaders." Education, Business and Society: Contemporary Middle Eastern Issues 3, no. 4 (November 9, 2010): 315–30. http://dx.doi.org/10.1108/17537981011089604.

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30

Oplatka, Izhar. "Self-Renewal and Inter-Organizational Transition Among Women Principals." Journal of Career Development 28, no. 1 (September 2001): 59–75. http://dx.doi.org/10.1177/089484530102800105.

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31

Lumby, Jacky, and Marta Cristina Azaola. "Women principals in South Africa: gender, mothering and leadership." British Educational Research Journal 40, no. 1 (February 21, 2013): 30–44. http://dx.doi.org/10.1002/berj.3028.

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32

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, no. 1 (February 10, 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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33

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, no. 1 (April 13, 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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Fuller, Edward, Liz Hollingworth, and Brian P. An. "Exploring intersectionality and the employment of school leaders." Journal of Educational Administration 57, no. 2 (April 8, 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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35

Gutierrez, Enrique Javier Diez. "Female Principals in Education: Breaking the Glass Ceiling in Spain." Paidéia (Ribeirão Preto) 26, no. 65 (December 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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36

Aaron, Tiffany S. "Black Women: Perceptions and Enactments of Leadership." Journal of School Leadership 30, no. 2 (August 26, 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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Juwitasari, Reni. "Women in Sustainable Education: Glass Ceiling among Female Schools Principals in Indonesia." KAMBOTI: Jurnal Sosial dan Humaniora 2, no. 1 (December 27, 2021): 1–16. http://dx.doi.org/10.51135/kambotivol2iss1pp1-16.

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Sex segregation remains happening in the education realm. In the 21st century, Indonesian women's participation in the public sphere still becomes an issue, especially leadership. Women are perceived as the second class of society, even obtaining the negative stereotype of incapable leaders, which the myth of leadership belongs to men's world. Like an oxymoron, women are "freely binding," meaning they can be involved in the public sphere. However, they are encountering "glass-ceiling" to be in the top position, especially in rural West Java, where women have been perceived for their physical appearance-minded rather than the capability of leadership. The proposition of women principals in compulsory education in Indonesia is underrepresented compared to men principals with 38.68 percent and 61.32 percent. Women are capable of good leader who has leveraged their subordinates through positive relationships, empowering others, and improving schools. Therefore, women empowerment is essential to achieving sustainable education under SDG Priority 4 Quality of Education and SDG Priority 5 Gender Equality. This study aims to analyze the presence of women school principals' "status quo" and "glass-ceiling" in Indonesia by utilizing the PAR gender model of Blaikie et al. (2003), consisting of three factors; root causes, dynamic pressures, and unsafe condition. Hence, this study will be able to offer policy recommendations on women's leadership empowerment. This research used the exploratory approach by investigating sixteen school principals of elementary education and literature reviews, such as research reports and academic articles related to women leaders in education. This study found that Indonesian women in the educational realm have dealt with the glass ceiling deriving from root causes on power and structure. Meanwhile, dynamic pressures are knowledge dissemination and the unsafe condition on economic imbalances and discrimination on welfare and social protection, which becomes a sustainable threat and negatively affects the 2030 Agenda for Sustainable Development.

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Marenga, Ralph. "The representation and tenure of female principals in public enterprises in emerging markets: A protracted dearth?" Journal of Governance and Regulation 10, no. 1 (2021): 58–73. http://dx.doi.org/10.22495/jgrv10i1art7.

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The reduced representation and tenure of women as public enterprise (PE) principals in Namibia as an emerging market and developing country are concerning (Mboti, 2014; Menges, 2020). The contributing factors are an element literature fails to address explicitly in the Namibian case. This paper, therefore, aims to consolidate evidence on whether the underrepresentation and limited tenures of female principals in Namibian PEs signal a protracted dearth of women in such positions. Methodically, a desk review is used to analyse the literature. Key findings of this paper identify the absence of top-down hands-on leadership; legal and policy implementation gaps; failure to declare gender diversity as imperative in the public sector; failure to focus on helping women gain broad line experience early on, among others, as contributing factors that have disadvantaged female principals in Namibian PEs. The challenges women face in being appointed or completing their tenure as PE principals over the years signal a protracted dearth of women in positions of PE principals in Namibia. Understanding these dynamics is relevant for enhancing Namibia’s policy efforts to curb the further proliferation of patriarchy as nuanced in the glass ceiling. This paper recommends the robust implementation of existing anti-patriarchy legislation.

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Oplatka, Izhar. "Women principals and the concept of burnout: an alternative voice?" International Journal of Leadership in Education 5, no. 3 (September 2002): 211–26. http://dx.doi.org/10.1080/136031200112873.

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Sherman, Whitney H., and Barbara Rivers Wrushen. "Intersecting Leadership Knowledge from the Field: Diverse Women Secondary Principals." Journal of School Leadership 19, no. 2 (March 2009): 172–99. http://dx.doi.org/10.1177/105268460901900203.

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Smulyan, Lisa. "Feminist cases of nonfeminist subjects: Case studies of women principals." International Journal of Qualitative Studies in Education 13, no. 6 (November 2000): 589–609. http://dx.doi.org/10.1080/09518390050211538.

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Montecinos, Carmen, Sergio Galdames, Joseph Flessa, and Juan Pablo Valenzuela. "Pathways to the school principalship: An international scoping review." Educational Management Administration & Leadership 50, no. 2 (March 2022): 285–306. http://dx.doi.org/10.1177/17411432211065341.

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This scoping review of the international literature published over the last 50 years in educational leadership and management journals provides a thematic exploration of factors influencing pathways at the pre-entry stage of a principal’s career. Findings from a thematic analysis of 68 publications show that attention to prospective principals increased after the year 2000 and this was driven by four main concerns: underrepresentation of women and ethnic minorities, principal supply and demand, the principalship as a school improvement lever, and the expansion of leadership posts in schools. Selected articles addressed three dimensions of the pathways before a person is first appointed to this post: (a) micro (individual’s agency), (b) meso (preparation of prospective principals), and (c) macro (policies shaping access to the post). Across time and countries, pathways to the principalship are resourced by individuals’ professional orientations and by contextual factors, formal pre-service preparation may be desirable but not always available or required, and policies frame a conceptualisation of the principalship that shapes the two previous dimensions. The internationalization of research on pathways to the principalship has brought to the forefront normative assumptions that should be critically challenged when considering how to recruit, develop, and support prospective school principals.

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Kusnawawati, Edi Titik. "Women's Leadership in Creating a Healthy Cultural Climate for Early Childhood Education." IJORER : International Journal of Recent Educational Research 3, no. 1 (January 30, 2022): 88–99. http://dx.doi.org/10.46245/ijorer.v3i1.189.

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Research aims to examine and analyze the role of women in holding school leadership, especially at the Early Childhood Education Programs level. This research method analyzes studies related to women's leadership in Early Childhood Education. This type of research uses in-depth qualitative analysis. The study results show that women have an adequate ability to hold leadership in schools. Women tend to share more of their differences and are more motivated. Female principals tend to have higher teaching methods and techniques than males. In addition, it shows a more democratic nature and a more participatory style. Female principals tend to behave better and wiser than males in achieving goals. Departing from the low view and assumption of women, in the early childhood education programs world, women show many advantages in occupying the positions of Principals and Teachers compared to men, i.e., 95% are women. And the research implication is that women have more potential in the building and leading Early Childhood Education.

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Oyeniran, Rassidy, and Ishmael Bonjah Anchomese. "Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals." Journal of Educational Issues 4, no. 1 (June 9, 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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Glanz, Jeffrey, Haim Shaked, Chanina Rabinowitz, Shmuel Shenhav, and Rachel Zaretsky. "Instructional Leadership Practices among Principals in Israeli and US Jewish Schools." International Journal of Educational Reform 26, no. 2 (April 2017): 132–53. http://dx.doi.org/10.1177/105678791702600203.

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Extant research indicates that principals are expected to serve as instructional leaders. Instructional leadership practices of principals in Israeli and US Jewish schools have, until recently, been unexplored. Therefore, this mixed-methodological study explores instructional leadership perceptions and behaviors among Israeli and US principals. Data, via questionnaires and interviews, were collected from 90 principals from each country. Findings suggest that US principals demonstrated significantly higher levels of instructional leadership. In both groups, women principals demonstrated higher levels of instructional leadership. Our interviews provided unique insights leading to our suggestions for ways of promoting greater attention to instructional leadership by principals of both countries.

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Arar, Khalid, and Tamar Shapira. "Leading a Quiet Revolution: Women High School Principals in Traditional Arab Society in Israel." Journal of School Leadership 22, no. 5 (September 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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Smyth, Elizabeth. "A tale of two Sister-Principals: Mother Mary Edward (Catherine) McKinley, Sisters of Providence of St Vincent de Paul (Kingston, ON) and Mother Mary of Providence (Catherine) Horan, Sisters of Providence of Holyoke, MA." Encounters in Theory and History of Education 14 (October 29, 2013): 119–32. http://dx.doi.org/10.24908/eoe-ese-rse.v14i0.5040.

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This paper analyzes the career of two Sister-Principals who began their religious life in the same congregation: Mother Mary Edward (Catherine) McKinley and Mother Mary of Providence (Catherine) Horan. Depending on whose version of history you read, these women were rival religious or virtuous sisters in habit. Drawing on archival sources and their own writings, the paper analyzes the perceptions, in their own words, of the experiences Mother Mary Edward McKinley and Mother Mary of Providence Horan as Sister-Principals. It also provides an assessment of the historical significance of their careers as case studies of Sister-Principals. The careers of the two Sister-Principals reveal much: both members of the Sisters of Providence of Vincent de Paul (Kingston), both committed to the social welfare of the poor, both forced unwillingly to be Sister-Principals; both elected as congregational leaders; both memorialized in the public domain as powerful women leaders.

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Niauri, Dariko Aleksandrovna, Aleksej Avenirovich Yakovlev, Tatyana Efimovna Penchuk, Yulija Valer’evna Rad´kova, Yulija Arkad’evna Kukol´nikova, Ekaterina Vladimirovna Musatova, and Nina Vladimirovna Khubulava. "Clinical characteristics and obstetrical principals at HIV-infected women in Saint Petersburg." Journal of obstetrics and women's diseases 63, no. 5 (December 15, 2014): 64–72. http://dx.doi.org/10.17816/jowd63564-72.

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Objective: to determine the clinical course of HIV infection, pregnancy and delivery in HIV-infected women. Materials and Methods: the analysis of 1483 clinical records of the HIV-infected women, who were delivered in specialized infectious and obstetric department in Clinical infectious diseases hospital named after S.P. Botkin in 2011-2013. Results: Average age of patients - 28,2 ± 1,2 years. Vast majority of women (78,5 %) knew about the diagnosis “HIV-infection” before pregnancy. The sexual way of transmission dominated (67,6 %) among patients with the detected mechanism of HIV-transmission. Full three-step ARV prevention was performed in 82,4 % (1222) cases. The average amount of patients with 4th stage of HIV infection was 49,2 % (730), thus the number of women in labor with the 4th stage of HIV infection increased from 19,4 to 55,6 % in 2011-2013. There is a high percentage of the coinfection of HIV infection and chronic viral hepatitis C or B + C (50,8 %). The most frequent complications of pregnancy and labour at the HIV-infected women are: iron deficiency anemia, chronic placentary insufficiency, eclampsy, premature discharge of amniotic fluid. Every third pregnant has a combination of these pregnancy complications. Frequency of premature birth was 23,5 %. The majority of pregnant women had vaginal labors (67,3 %) Cesarean sections were performed in 32,7 % cases. Conclusion: In St. Petersburg in 2011-2013 significantly increased the number of women with clinically significant manifestations of HIV infection on the 4th stage of secondary diseases. The most frequent clinical manifestations of 4A stage of HIV infection were fungal (candidiasis) lesion of the mucous genitals, mouth and viral (HSV) lesions of the skin and mucous membranes. The major complications of pregnancy in HIV-infected women are anemia and chronic placental insufficiency. Almost one in four pregnancies ends premature birth. Remains high percentage of cesarean sections, including those caused by infectious indications.

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Friedman, Alice T. "Review: Equal Partners: Men and Women Principals in Contemporary Architectural Practice." Journal of the Society of Architectural Historians 59, no. 2 (June 1, 2000): 241–42. http://dx.doi.org/10.2307/991595.

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Mertz, Norma T., and Sonja R. McNeely. "Women on the Job: A Study of Female High School Principals." Educational Administration Quarterly 34, no. 2 (April 1998): 196–222. http://dx.doi.org/10.1177/0013161x98034002003.

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