Rozprawy doktorskie na temat „Women principals”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Women principals.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Women principals”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
Mabusela, Mapula Rebecca. "How women principals negotiate school culture". Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.
Pełny tekst źródła
2
Moore, D. Chanele. "Navigating complex terrain black women school principals and assistant principals negotiating race at work /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 204 p, 2009. http://proquest.umi.com/pqdweb?did=1833625931&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Pełny tekst źródła
3
Leblanc, Renée. "The principalship: Five women principals' relationships and responsibilities". Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6390.
Pełny tekst źródłaStreszczenie:
Many women currently occupy the position of high school principal, and the number of studies conducted with women educational administrators has increased to reflect that reality. In the past, women who became school administrators had to have succeeded according to rules that they had no part in making; they were accommodating the demands of administrative roles shaped by men (Young, 1995). Since Young wrote that conclusion in 1995, the landscape has changed, and even more women occupy educational administrative positions. This study attempted to ascertain to what extent and in what ways women are now able to shape administrative roles to suit themselves; in terms of their leadership approach, and their conception of power, and authority. The qualitative study is based on data collected from semi-structured, open-ended interviews with five women high school principals, as well as observations conducted at their work place. The aim of the study was to further our understanding of how they enact their role as the principal of a high school. (Abstract shortened by UMI.)
4
EBY, BEVERLY J. "EFFECTIVE WOMEN PRINCIPALS: TRANSFORMATIONAL LEADERSHIP IN URBAN SETTINGS". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1084832335.
Pełny tekst źródła
5
Roane, Tanya. "The Experiences of Young African American Women Principals". VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/511.
Pełny tekst źródłaStreszczenie:
The purpose of this study was designed to gain an understanding of how young African American women principals experience the principalship. Three research questions were explored in this study: (a.) What are the pathways to the principalship for young African American women? (b.) How do African American women experience the principalship? (c.) What are the barriers that young African American women experience and what are their strategies for success? The researcher examined the day-to-day experiences faced by these women as they related to race, gender, and age challenges within the field of education. Using qualitative research with Black Feminist Standpoint theory as the theoretical framework, the study allowed these young female principals from Virginia to share their personal stories and struggles related to their experiences as principals. They participated in depth one-on-one, semistructured interviews and, as a follow-up, some participated in focus groups that contained open-ended questions. The findings indicated that these women rely on God, faith and family in their day-to-day work. Some of the women discussed the challenges that they face dealing with ageism, sexism and racism in the work place. Probing the reflections and experiences of these women will inform both research and practice, given their professional rise to principalship positions and their experiences once they attained the positions. It was crucial to add the voices of these women to existing literature because they bring a unique perspective to the practice of school leadership. Implications for this research include: college-bound students interested in school administration; university professors and school divisions interested in ways to support and provide professional development to these young leaders; feminist researchers; those interested in studying leadership theory and research, and aspiring and practicing principals interested in how African American principals support school improvement.
6
Eby, Beverly J. "Effective women principals transfromational leadership in urban settings /". Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1084832335.
Pełny tekst źródła
7
Karamanidou, Maria. "Women principals in Cyprus primary schools : barriers to accession". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42894/.
Pełny tekst źródłaStreszczenie:
This thesis focuses on the barriers that women principals face in Cypriot primary schools. This research had six aims including the overarching aim. The overarching aim of this research is to examine the career progress of female principals in Cyprus primary schools and to address the apparent under-representation of women in leadership positions. The research also aimed to establish the barriers that female leaders face in order to be promoted as principals, and how they can be overcome. Another aim was to establish how gender issues play a part in creating barriers to promotion as a school principal and how these may subsequently affect them in leading the school. A third consideration was to comprehend what barriers women may have faced in their childhood years and to establish whether, and to what extent, female leaders face internal and external barriers in Cyprus schools. The research also sought to identify the support or enablers that may facilitate women’s career progression. The enquiry was conducted using mixed method approaches, including both surveys and interviews. These quantitative and qualitative methods were combined to facilitate methodological triangulation. The data were collected sequentially, with the surveys preceding the interviews. This sequence was planned to obtain generalisable data first and to secure self-selected participants for the interviews. The quantitative data were collected through a whole population questionnaire survey administered to all women principals (C.187) in Cyprus primary schools, using Survey Monkey. Qualitative data were collected, from all twenty women principals who agreed to be interviewed. The findings show that societal culture and discrimination, the influence of the patriarchal family, family and domestic responsibilities, the intersection between women’s age, sex and the location of schools and professional development, were powerful influences on the career trajectory of these women primary school principals. These themes recur in several places, showing the pervasive nature of these influences on women principals in Cyprus. The thesis reports these findings and connects them to other literature on women principals. The present work is informed by contemporary feminist and gender theories.
8
Al-Shaibani, Hama. "Leadership behaviour of public primary school principals in selected schools in the UAE". Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312420.
Pełny tekst źródłaStreszczenie:
This is primarily a study of the leadership behaviour of women principals in primary schools in the UAE. Differences between principal's views of their own behaviour and teacher's perceptions of the principals leadership behaviour were analysed. Data was collected through a demographic Questionnaire and the use of the Leader Behaviour Descriptive Questionnaire (LBDQ), Form XII. The sample consisted of 60 elementary school Principals and 425 teachers. Women principals face problems peculiar to their situation as working women in a deeply conservative society and this is put into the wider context of the educational system within which they work. The major findings and conclusions were that Principals perceived themselves as exhibiting leadership behaviour, in most of the 12 leadership behaviour categories, more often than their teaching staff. In particular Principals perceived their leadership behaviour to be significantly higher than did their teachers in the areas of : 1. Demand Reconciliation 2. Initiating Structure, 3. Tolerance of Freedom, 4. Role Assumption, 5. Production Emphasis and 6. Integration And lower than teachers in Predictive Accuracy. No significant differences existed in the other 5 dimensions. Principals' leadership behaviour was perceived by teachers to be more related to consideration of their staff, than to issues surrounding the initiating of structure in the school. There were significant differences between non-trained and trained Principals in leadership behaviour in the following areas : 1. Tolerance of Uncertainty and 2. Superior Orientation No significant differences were found between teacher's perceptions of their principals' behaviour regarding the demographic variables being investigation except for years of experience. However, significant differences were perceived in principals' leadership behaviour based on different school size, in terms of : 1. Persuasiveness and 2. Integration. Finally major recommendation and implication include: 1.The re-design of training programmes to improve principals' technical, human relations and conceptual skills. 2.The Ministry of Education should consider upgrading the criteria by which Principals are selected, and encourage higher education to participate more actively in preparing school administrators. Efforts to improve performance among the Principals starts with the recruitment, selection and training of both teachers and administrators. It is also hoped that in the future Principals and Administrators in schools will be given a greater role in the decision making process.
9
Mulbrandon, Charla Ann Weibel Lynn Mary Ann. "Selected variables that contribute to career patterns of female administrators". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514780.
Pełny tekst źródłaStreszczenie:
Thesis (Ed. D.)--Illinois State University, 1985.Title from title page screen, viewed June 9, 2005. Dissertation Committee: Mary Ann Lynn (chair), Kenneth H. Strand, Ronald L. Laymon, Samuel T. Price, Larry D. Kennedy. Includes bibliographical references (leaves 100-104) and abstract. Also available in print.
10
Bertl, Mary F. "A Study of the Job Satisfaction of Female Principals and Vice-Principals in Texas Public Schools". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330717/.
Pełny tekst źródłaStreszczenie:
This study is designed to determine the degree to which female principals and vice-principals in Texas derive job satisfaction from their work and to identify those factors, both negative and positive, which affect the job satisfaction of these principals and vice-principals. A single questionnaire was used to collect the data for this study. Usable questionnaires were returned by 331 vice-principals and 504 principals. These represented 336 school districts throughout the state. Respondents were compared as to their view of their overall job satisfaction, the importance assigned to intrinsic and extrinsic job facets, their satisfaction with intrinsic and extrinsic job facets, and the differences in facet satisfaction connected with various personal characteristics.
11
Kingman, Lo Ip-shan Alice, i 盧業珊. "Hong Kong secondary school women principals: a study of gender bias". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956075.
Pełny tekst źródła
12
Khumalo, Keku Elizabeth. "Working against and working towards : narratives of South African women principals". Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/63183.
Pełny tekst źródłaStreszczenie:
Although women continue to experience setbacks in senior education positions, few people know about that as their stories are rarely written nor told. This study is an attempt to tell such silenced stories about me and my co-story teller, Mrs Nalo. We are mothers, wives and principals of successful secondary schools in Limpopo province. The purpose of this study is to understand the experiences and challenges of women principals in a distinctly South African context. The study is a narrative of our stories with the intention of exploring our experiences so that I could better understand how our stories speak to challenges of leadership in South African Secondary Schools. My aim is to set my story alongside hers and to look for commonalities that offer insights into the stories of women principals in South Africa. The study lends itself to combination of “auto ethnography”, ethnography as well as narrative approach. In carrying out this study we kept our daily journals. We engaged in three taped recorded conversations followed by a number of telephone conversations. I transcribed verbatim the three conversations and identified common themes across both stories and read them against the Capability Approach (CA). I took a positive and optimistic stance and recognised that we were not always able to achieve our desired functionings and that at times we were not able to realise fully the potential of our capabilities. The study again found that regardless of setbacks we encounter in achieving our functionings, we still managed to convert resources at our disposal to achieve them. I also found that although CA aims to enhance the developmental opportunities for those who have been marginalised, it turns a blind eye to invisible elements of women’s lives in their profession; that of being a mother and a wife. Its logic applies primarily to the professional aspects of women’s lives. My final argument in this study is that prioritising the professional, especially for women, limits the scope and potential of a CA. CA therefore needs to wholly consider the complexities of being a woman leader, a wife and a mother, for women to be able to enhance their ability to use capabilities and resources to achieve much-valued functionings. Key words: Auto ethnography, ethnography, narrative inquiry, capability approach, agency, functionings, women principals, South Africa; women and leadership; traditional practices; developing countries; secondary school leadership.Thesis (PhD)--University of Pretoria, 2017.
Education Management and Policy Studies
PhD
Unrestricted
13
Mack, Yejide Safiya. "Leading School Improvement: African American Women Principals in Urban Educational Settings". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276534166.
Pełny tekst źródła
14
Kingman, Lo Ip-shan Alice. "Hong Kong secondary school women principals : a study of gender bias /". Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836559.
Pełny tekst źródła
15
Hansen, Jan Bradshaw. "A Qualitative Study of Women High School Principals' Career Life Histories". DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2158.
Pełny tekst źródłaStreszczenie:
Gender inequalities in the workplace continue to plague aspiring career- directed women. In public education, it is established that there are fewer women high school principals than there are men. In a profession predominantly employing women, the question remains, “Where are the women high school administrators”? This study examines the sociopolitical gender systems and psychological dynamics that perpetuate gender inequality. It then discusses the encumbered or constrained choices women make that are burdened or made more complicated by gendered sociopolitical or psychological dynamics. The study is a qualitative study narrowing the life-history method with an innovative career life-history focus. Seven high school women principals were interviewed and then data were transcribed and analyzed. Participants provided an external participant who shared their perspectives of the career life histories of these women principals, which added to the richness of the data analysis. Resumes of the principal participants were collected for triangulation purposes. Finally, a narrative from the data analysis was written. The findings reveal unintentional career journeys. The women in the study were invited to join administrative teams, reluctantly accepted, and embarked on their career journey, psychologically transitioning from teacher to administrator. They navigated through sociopolitical systems and barriers, finding support from family, supervisors, and friends. The women’s new identities led to reconfigured families and brought diversity to high school administrative teams.
16
Wood, Nicole R. Lyman Linda L. "Principals under age 30 factors affecting the first year experience /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.
Pełny tekst źródłaStreszczenie:
Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.
17
Lebental, Dana M. "Women Principals of Jewish Secular High Schools in Israel| Access and Progress". Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3593210.
Pełny tekst źródłaStreszczenie:
This quantitative investigation focused on women high school principals at Jewish secular schools throughout Israel. Despite challenges, Israeli women have succeeded in obtaining over half of the principal positions at Jewish secular high schools, but the degree to which there is equal gender access to leadership roles in the school system remains unclear. This study examined whether there was clustering of women in high school principal positions in certain geographical areas, the process by which these women obtained principal positions, what obstacles the women overcame, and an analysis if respondents differed by district in terms of their career paths, career breaks, and military experiences. This study showed that although women are in principal positions in equal or greater numbers as men depending on the region, women had a different path than men to obtain this role. The key findings in this research were that 89.5% of women principals were able to return at the same level prior to taking a career break and that 31.8% of female principals had male mentors.
18
Lebental, Dana Michelle. "Women Principals of Jewish Secular High Schools in Israel: Access and Progress". Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/222.
Pełny tekst źródłaStreszczenie:
This quantitative investigation focused on women high school principals at Jewish secular schools throughout Israel. Despite challenges, Israeli women have succeeded in obtaining over half of the principal positions at Jewish secular high schools, but the degree to which there is equal gender access to leadership roles in the school system remains unclear. This study examined whether there was clustering of women in high school principal positions in certain geographical areas, the process by which these women obtained principal positions, what obstacles the women overcame, and an analysis if respondents differed by district in terms of their career paths, career breaks, and military experiences. This study showed that although women are in principal positions in equal or greater numbers as men depending on the region, women had a different path than men to obtain this role. The key findings in this research were that 89.5% of women principals were able to return at the same level prior to taking a career break and that 31.8% of female principals had male mentors.
19
Mxunyelwa, Mzukisi. "Experiences of women leaders as school principals in rural secondary schools of Butterworth". Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1008209.
Pełny tekst źródłaStreszczenie:
The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as leaders. Females start to encounter a challenge from even being shortlisted for the senior positions and that becomes worse in being appointed as leaders. Even those few women appointed as leaders are being undermined by fellow colleagues as well as communities around them. It was recommended that in order to improve women representation in educational leadership, great efforts must be made in addressing a number of issues. A significant step would be to disseminate law on gender equality widely written throughout the country to raise public awareness about gender issues. Women should be encouraged and supported to participate in leadership. Also women should be prepared by being offered leadership preparation and leadership programmes so that they feel more self-confident and function effectively once appointed.
20
Paulsen, Shareen Erica. "Challenges faced by female managers in schools within the Nelson Mandela Metropole". Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/897.
Pełny tekst źródłaStreszczenie:
This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.
21
Baxter, Kimberly J. "Women in the high school principalship a study of leadership at three schools /". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Pełny tekst źródła
22
Hutchinson, Sandra L. "A profile of women superintendents and women aspiring to the superintendency in the State of Missouri". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012980.
Pełny tekst źródła
23
Hargreaves, Beth A. "Learning from the outsider within: five women's discourses within the culture of the high school principal". Youngstown State University / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=ysu995482048.
Pełny tekst źródła
24
Nogay, Kathleen. "The relationship of superordinate and subordinate gender to the perceptions of leadership behaviors of female secondary principals". Youngstown State University / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996516026.
Pełny tekst źródła
25
Garrett, Susan. "Personal and professional renewal, a study of relational learning among women vice-principals". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/NQ41068.pdf.
Pełny tekst źródła
26
Stead, Virginia M. "School council implementation, women principals' experiences with a policy for improving school leadership". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0024/MQ52079.pdf.
Pełny tekst źródła
27
Bosch, Mare. "Investigating the experiences of women principals in high schools in the Western Cape". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97300.
Pełny tekst źródłaStreszczenie:
Thesis (MBA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This research focused on the experiences of female principals of co-ed high schools in the Western Cape. It investigated the path that their careers followed from the decision to become a teacher to ultimately being appointed as a principal and then having to lead the school. It further investigated the personal, organisational and social factors that were influential along the way. In addition, it probed the motivation and drive behind their career choice as well as the barriers and challenges encountered along the way. The researcher interviewed nine female principals. They were asked to tell their life story, with emphasis on their career route thus far. Key questions were asked, focusing on the motivation behind their career choice, whether they had been actively prepared for promotion and how their appointment was received. The interviews were transcribed in order to prepare them for data analysis. Any content that recorded experiences that contributed to their growth and development in teaching was coded accordingly. This produced a spectrum of codes. The codes were then placed into a diagram and grouped together, based on their meaning and implications. Identified groups included education and training, self-belief, work-life balance, mentorship, support and the stereotyping of women. The interconnectedness of the group was considered, together with their collective impact on the individual principals’ career route. The research findings indicated that the career route of the principals was determined by various factors on a personal level as well as on organisational and social levels. On a personal level, qualifications obtained and the influence of parents, family and own teachers played a role. This was critical in preparing the individual for the career path that was to follow. On an organisational level, opportunities taken, work ethic, mentorship and gender barriers were factors encountered. On a social level, the stereotyping of women and the changing family structure were factors that had to be contended with. Once appointed, it was found that the support from family, colleagues and learners contributed to their success. It emerged that the potential of these women had been identified early on in their careers and that they gained confidence when they were granted opportunities to learn and grow. To become a principal was in most cases never their intention but something that developed as they went about doing their work with commitment and diligence. Throughout, it remained a priority for them to invest in the lives of learners and the greatest joy was derived from seeing learners develop into young adults who were contributing to society.
28
Thurman, Sally. "The glass ceilingas a mirror how do women secondary principals support school improvement /". Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1084767759.
Pełny tekst źródła
29
THURMAN, SALLY. "THE GLASS CEILING AS A MIRROR: HOW DO WOMEN SECONDARY PRINCIPALS SUPPORT SCHOOL IMPROVEMENT?" University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1084767759.
Pełny tekst źródła
30
Hutchinson, Debra S. "Destiny and Purpose Driving School Turnaround: The Portraits of Three African American Women Principals". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1581333329211659.
Pełny tekst źródła
31
Smith-Simmons, Tiffany Nichole. "African American Women Elementary School Principals: Impact of Race and Gender on Suspension Practices". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/164.
Pełny tekst źródłaStreszczenie:
This study explores African American women elementary school principals and how their race and gender impact their decision-making practices as they relate to suspension. Principals are faced with deciding how to implement a variety of policies, including curriculum and instruction, student safety and other district initiatives. Special attention is given to suspension because it impacts the average daily attendance funds that schools receive, and if students are not attending school due to suspension, their academic achievement suffers. In addition, there is an increasing national rate of suspension (Ferges, E. & Noguera, P, 2010) that is leading to heightened responsibilities as it relates to discipline. Sacramento County in California was selected as the site of this study due to its diverse population of elementary students. The research question for this study was: How does the intersection of race and gender impact the decisions related to suspensions for African American women elementary school principals? The theoretical framework used to answer this question is Black Feminist Thought (Collins, 2000). Through in-depth interviews, the women revealed how double consciousness and the dual oppression of race and gender impacted their decisions regarding suspension. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. With this in mind, the data yielded findings in the following areas 1) race, 2) race and gender, 3) suspension, 4) networking, and 5) mentoring. The intent of this study was to contribute to the field by researching African American women elementary school principals. The focus of suspension practices was selected because of the troubling relationship between academic achievement and suspension. The discourse on African American women in educational leadership has historically been silent, as both a gendered and racialized group (Dillard, 1995). This study attempted to expand the majority of research literature on educational leadership, which has primarily focused on the experiences of White men and women (Bell & Chase, 1993). In addition, this study contributes to suspension scholarship as it considers the elementary school context and the role of race and gender in suspension decisions.
32
Mokotho, Themba. "Factors influencing women teachers underrepresentation in principalship positions of Dutywa senior secondary schools in Eastern Cape". Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/211.
Pełny tekst źródłaStreszczenie:
First of all, South Africa‟s struggle against racial discrimination has received international exposure but the focus now is on gender disenfranchisement which is, however, eclipsed by the struggle for racial redress. In the current climate of redress, post Apartheid South Africa has pledged an unequivocal commitment to the promotion of a unitary, non-sexist, non-racist South Africa in all facets of life. Several enabling national policies have been legislated to promote equity and access to those previously excluded by virtue of race and gender, particularly in assuming leadership roles in key public domains. The catalyst for this study is encapsulated from historical trajectories of women lives, in apparent intractable patriarchal higher echelons, monolithic patriarchal South African school organizations and visible paucity of women in principalship positions of Senior Secondary Schools (SSS) in Dutywa Education District. Significantly, this study actually refers to causality factors of gender imbalance in work places as a provocative factor leading to constant marginalization of women in leadership positions irrespective of sound and clear government policies. This is a principal subject of concern that has grounded this present researcher to undertake this study. Views and ideas applicable in addressing this phenomenon were invited from women teachers of Dutywa Education District and most crucially about the scarcity of women teachers in principalship positions of this District. Questionnaires were distributed to research sites of three sub-districts of concern. The population had been sampled from women teachers of Dutywa Education District, Eastern Cape Province of South Africa. Quantitative results show that organisational factors, culture, women‟s personalities and colonial legacies are obstacles challenging the effectiveness of females in school administration. Specifically, teachers' negative attitudes towards being a female, particularly female principal in schools are cited as the major impediments to women principals of high schools. The study implores governments to continue appointing more women to school leadership positions despite the identified challenges.
33
Lolwana, Tembeka. "Factors contributing to scarcity of women principals in Mqanduli junior secondary schools in the Mthatha District in the Eastern Cape Province Republic of South Africa". Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/201.
Pełny tekst źródłaStreszczenie:
The purpose of the study was to investigate the factors contributing to scarcity of women principals in junior secondary schools of Mqanduli in Mthatha Education District in the Eastern Cape Province, South Africa. This region is predominantly rural. The study focused on Secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 72 participants through the use of a questionnaire. 70 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. This study had covered the aspects of culture which prevailed in the education set up in the past and are still prevailing. The findings of the study revealed several factors contributing to the scarcity of women principals in Mqanduli District. These were the findings: the majority of the participants agreed that culture is a stumbling block to the appointment of women principals. Cultural aspects still influence the public opinion on the capability of women to lead. Selection procedures that are discrimatory on gender grounds prevent women from being appointed as principals. Poor implementation of affirmative action policies during selection of principals leads to exclusion of women from holding principals posts. Lack of support from the subordinates prevents women from holding principal posts Although discrimination and prejudice with respect to women ability to lead and manage is worldwide it is evident that the bill of human rights is beginning to impact positively on the stereotypes. Finally, recommendations and suggestions were made stating that the Department of Education needs to provide the necessary workshops on gender equity policies to upgrade SGBs with skills, knowledge and proper understanding of such policies.
34
Zektser, Jessica Lynne. "Identification of the critical skills, attitudes, and experiences which would increase the probability of women being hired as a middle school principal /". La Verne, Calif. : University of La Verne, 1996. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/9708896.
Pełny tekst źródła
35
Sands, Gwendolyn Ella. "A principal at work : a story of leadership for building sustainable capacity of a school". Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36622/6/36622_Digitised%20Thesis.pdf.
Pełny tekst źródłaStreszczenie:
This study explores through a lifestream narrative how the life experiences of a female primary school principal are organised as practical knowledge, and are used to inform action that is directed towards creating a sustainable school culture. An alternative model of school leadership is presented which describes the thinking and activity of a leader as a process. The process demonstrates how a leader's practical knowledge is dynamic, broadly based in
experiential life, and open to change. As such, it is described as a model of sustainable leadership-in-process.
The research questions at the heart of this study are: How does a leader construct and organize knowledge in the enactment of the principal ship to deal with the dilemmas and opportunities that arise everyday in school life? And: What does this particular way of organising knowledge
look like in the effort to build a sustainable school community? The sustainable leadership-in-process thesis encapsulates new ways of leading primary schools through the principalship. These new ways are described as developing and maintaining the following dimensions of leadership: quality relationships, a collective
(shared vision), collaboration and partnerships, and high achieving learning environments. Such dimensions are enacted by the principal through the activities of conversations, performance development, research and data-driven action, promoting innovation, and anticipating and predicting the future. Sustainable leadership-in-process is shared, dynamic, visible and transparent and is
conducted through the processes of positioning, defining, organising, experimenting and evaluating in a continuous and iterative way. A rich understanding of the specificity of the life of a female primary school principal was
achieved using story telling, story listening and story creation in a collaborative relationship between the researcher and the researched participant. as a means of educational theorising. Analysis and interpretation were undertaken as a recursive process in which the immediate
interpretations were shared with the researched participant. The view of theorising adopted in this research is that of theory as hermeneutic; that is, theory is generated out of the stories of experiential life, rather than discovered in the stories.
36
Doherty, Maureen Anne, i maureen doherty@cce ac nz. "Sources of Influence on Professional Practice: A Study of Five Women Principals in Aotearoa/New Zealand". Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030806.121232.
Pełny tekst źródłaStreszczenie:
Prior to 1989, in New Zealand, very few women were represented in senior leadership positions in schools, especially co-educational secondary schools. Following the 1989 Education Act, commonly referred to as the 'Tomorrow's Schools' legislation, women began to be appointed in increasing numbers to school principalships. In New Zealand, as in other western democracies where New Right ideologies have impacted on educational policy, the role of the school principal has become more demanding and complex. If principals are to be supported in this role, it is considered important that the knowledge and experiences which influence their professional practice are better understood so that professional development programmes are targeted appropriately. This study builds on previous studies of women's experiences of leadership in education (Neville, 1988; Shakeshaft, 1989, 1995; Strachan, 1991, 1997; Court, 1992; Ozga & Walker, 1995; Hall, 1996; Coleman, 1996, 2000; Ah Nee-Benham & Cooper, 1998; Henderson-Kelly & Pamphilon, 2000; McCarthy, 2001; McLay & Brown, 2001) but has as its focus, the sources of influence on five women principals' practice. It has a complementary focus to McLay's and Brown's (2001) study of women headteachers in UK independent secondary schools. They investigated the women's formal training but also sought to find out what life experiences might have prepared them for the role of leading a school. Ah Nee-Benham's and Cooper's (1998) narratives of minority women in school leadership positions in the United States provided the inspiration for this study of five New Zealand principals. While the women in this study are not 'voices from the margins' as are the women in Ah Nee-Benham's and Cooper's study, through the use of narrative and other qualitative methods, their individual accounts capture the voice of experience which is too often missing from the educational leadership literature (Ah Nee-Benham & Cooper, 1998; Heck & Hallinger, 1999; Southworth, 2001). The women's stories add collectively to an emerging literature base which seeks to unravel how leaders actually think and work. This study specifically examines five women principals' personal theories and beliefs about leadership and investigates how their personal histories and career experiences have influenced their professional knowledge and practice. The research methods reflect a commitment to understanding the women's experiences from their perspectives and their stories are seen as providing a window into what they know. Methods such as concept mapping, open-ended unstructured interviews and annals (snake diagrams) help unpack their personal theories about leadership as well as assist understanding of the influence of their personal histories and professional experiences. The educational leadership literature provides a useful starting point to analyse the first part of the research question regarding the women's conceptions of leadership. The literature acknowledges various approaches to leadership, three of which may be called 'moral/critical', 'people-centred' and 'corporate managerial'. Respectively, they each have 'world-views' which emphasise 'ideals', 'people' and 'efficiency'. In this study, I aim to identify what 'world-views' underpin the women's conceptions of leadership but also how they have constructed these concepts. The different needs of each of their schools in association with the principals' own backgrounds and values systems have strongly influenced their varying conceptions of leadership. While on one level their beliefs are unique, on another, they reveal some common themes. The principals are people-focussed but this commitment is underpinned by deeply held ideals about the purpose of schools enriching lives. Efficient management systems are seen as important supporting concepts to assisting people and accomplishing ideals. In order to answer the second part of the research question regarding how the women's personal histories and professional experiences have influenced their professional knowledge and practice, this study drew on the findings of an Australian study which investigated the sources of influence on teacher knowledge in action (McMeniman, Cumming, Wilson, Stevenson & Sim, 2000). It provided the platform and focus for the current study of women principals. A key finding of this study is that the women's beliefs and practices have been influenced by both their personal histories and various career experiences which have assisted them to grow professionally. Central to their learning from these experiences, however, is the way in which the individual interprets or filters experience and actively constructs meaning. Principals' knowledge bases are socially constructed but mediated by their personal theories. Learning from experiences in the workplace has a critical influence especially if it is scaffolded by experts (Billett, 2001) or if there is a community of practice (Wenger, 1998, 2000) encouraging participation. When this learning is augmented by various research access points (McMeniman et al., 2000) such as critical dialogue with peers, in-service education and formal postgraduate studies, it potentially has a direct and daily influence on principals' practice. Although this study is limited to an analysis of five women principals, the commonalities in the sources of influence on their practice, lead one to suggest that the findings may have relevance for other principals, both male and female, and possibly other practitioners.
37
Kariuki, Caroline Wanjiru. "Unfolding women's lives : social factors that shape the leadership approaches of women school principals in Kenya". Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/11657.
Pełny tekst źródłaStreszczenie:
Includes bibliographical references (leaves 189-196)This study constructs an account of the leadership approaches of five women school principals and relates these to their social contexts and social experiences. The study examines the experiences of the principals as young girls, teachers and principals. The theoretical and analytical framework for the study is derived from Bourdieu's theory. Within a life history design, data was collected using structured interviews that were tape recorded and transcribed. The analysis of the narratives focuses on the relationship between the leadership approaches of women principals and their leadership dispositions and positions in the field. This narrative analysis suggests that the women principals in this study adopted multiple leadership approaches that appear to be shaped by seven major factors, namely, their androgynous leadership dispositions, valued gendered attributes, patriarchal interests, competing interests in the field, their social capital, the economic capital of their schools, and their emotional capital. The contribution of this study is to explore the potential of a particular theoretical and methodological approach to deliver an explanatory account of leadership practices within a particular historical and social context. The analysis of the narrative of the five women principals in this study instantiate this approach.
38
Doherty, Maureen Anne. "Sources of Influence on Professional Practice: A Study of Five Women Principals in Aotearoa/New Zealand". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366704.
Pełny tekst źródłaStreszczenie:
Prior to 1989, in New Zealand, very few women were represented in senior leadership positions in schools, especially co-educational secondary schools. Following the 1989 Education Act, commonly referred to as the 'Tomorrow's Schools' legislation, women began to be appointed in increasing numbers to school principalships. In New Zealand, as in other western democracies where New Right ideologies have impacted on educational policy, the role of the school principal has become more demanding and complex. If principals are to be supported in this role, it is considered important that the knowledge and experiences which influence their professional practice are better understood so that professional development programmes are targeted appropriately. This study builds on previous studies of women's experiences of leadership in education (Neville, 1988; Shakeshaft, 1989, 1995; Strachan, 1991, 1997; Court, 1992; Ozga & Walker, 1995; Hall, 1996; Coleman, 1996, 2000; Ah Nee-Benham & Cooper, 1998; Henderson-Kelly & Pamphilon, 2000; McCarthy, 2001; McLay & Brown, 2001) but has as its focus, the sources of influence on five women principals' practice. It has a complementary focus to McLay's and Brown's (2001) study of women headteachers in UK independent secondary schools. They investigated the women's formal training but also sought to find out what life experiences might have prepared them for the role of leading a school. Ah Nee-Benham's and Cooper's (1998) narratives of minority women in school leadership positions in the United States provided the inspiration for this study of five New Zealand principals. While the women in this study are not 'voices from the margins' as are the women in Ah Nee-Benham's and Cooper's study, through the use of narrative and other qualitative methods, their individual accounts capture the voice of experience which is too often missing from the educational leadership literature (Ah Nee-Benham & Cooper, 1998; Heck & Hallinger, 1999; Southworth, 2001). The women's stories add collectively to an emerging literature base which seeks to unravel how leaders actually think and work. This study specifically examines five women principals' personal theories and beliefs about leadership and investigates how their personal histories and career experiences have influenced their professional knowledge and practice. The research methods reflect a commitment to understanding the women's experiences from their perspectives and their stories are seen as providing a window into what they know. Methods such as concept mapping, open-ended unstructured interviews and annals (snake diagrams) help unpack their personal theories about leadership as well as assist understanding of the influence of their personal histories and professional experiences. The educational leadership literature provides a useful starting point to analyse the first part of the research question regarding the women's conceptions of leadership. The literature acknowledges various approaches to leadership, three of which may be called 'moral/critical', 'people-centred' and 'corporate managerial'. Respectively, they each have 'world-views' which emphasise 'ideals', 'people' and 'efficiency'. In this study, I aim to identify what 'world-views' underpin the women's conceptions of leadership but also how they have constructed these concepts. The different needs of each of their schools in association with the principals' own backgrounds and values systems have strongly influenced their varying conceptions of leadership. While on one level their beliefs are unique, on another, they reveal some common themes. The principals are people-focussed but this commitment is underpinned by deeply held ideals about the purpose of schools enriching lives. Efficient management systems are seen as important supporting concepts to assisting people and accomplishing ideals. In order to answer the second part of the research question regarding how the women's personal histories and professional experiences have influenced their professional knowledge and practice, this study drew on the findings of an Australian study which investigated the sources of influence on teacher knowledge in action (McMeniman, Cumming, Wilson, Stevenson & Sim, 2000). It provided the platform and focus for the current study of women principals. A key finding of this study is that the women's beliefs and practices have been influenced by both their personal histories and various career experiences which have assisted them to grow professionally. Central to their learning from these experiences, however, is the way in which the individual interprets or filters experience and actively constructs meaning. Principals' knowledge bases are socially constructed but mediated by their personal theories. Learning from experiences in the workplace has a critical influence especially if it is scaffolded by experts (Billett, 2001) or if there is a community of practice (Wenger, 1998, 2000) encouraging participation. When this learning is augmented by various research access points (McMeniman et al., 2000) such as critical dialogue with peers, in-service education and formal postgraduate studies, it potentially has a direct and daily influence on principals' practice. Although this study is limited to an analysis of five women principals, the commonalities in the sources of influence on their practice, lead one to suggest that the findings may have relevance for other principals, both male and female, and possibly other practitioners.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Faculty of Education
Full Text
39
Smith, Angela Mosley. "Race and gender in the leadership experiences of three female African American high school principals a multiple case study /". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/angela_d_mosley/smith_angela_m_200808_edd.pdf.
Pełny tekst źródłaStreszczenie:
Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Saundra Murray Nettles. ETD. Includes bibliographical references (p. 142-157) and appendices.
40
Alex, Gayle S. "Women principals and vice-principals, the impact of one Manitoba School Division's affirmative action policy on their appointments to administration and on selected aspects of their practices". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23197.pdf.
Pełny tekst źródła
41
Marczynski, Jean Christina. "Women secondary principals in Texas: A longitudinal study of differences in personal, professional, leadership, and school characteristics". WASHINGTON STATE UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3495927.
Pełny tekst źródła
42
Udjombala, Maria. "An investigation of the management and leadership experiences of female school principals in the Ondangwa education regions". Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003536.
Pełny tekst źródłaStreszczenie:
This study explores practical school leadership and management, as enacted by women. The study, conducted in an interpretive paradigm, attempts to gain an understanding of women’s subjective experiences of school leadership and management. Two women principals from Ondangwa West Educational Region were interviewed. The two were selected through consultations with one of the senior inspectors in the region. Both had been principals for more than ten years and were seen by those who are concerned with their school to be successful. The study found that these women prefer a participative style of leadership and management, characterised by consultations with others, teamwork, collaborative decision-making and the use of power to empower others. They also strive for good human relationships because they believe that it fosters mutual respect, trust, openness and a good working atmosphere. All these human centred approaches are directed towards creating a school atmosphere that is conducive to teaching and learning and therefore result in effective schooling and quality educational outcomes. They do not experience gender discrimination in their work places. They have the full support of their supervisors. Though both are married with children, these dual roles do not prevent them from being successful in their professional work. In fact they have reached a stage where they feel confident as leaders and feel that they are acting as role models for fellow women principals and those aspiring to this position. The study concludes that the styles of leadership and management displayed by women are similar to those that are universally accepted as characteristics needed for effective school management and leadership. Though these leadership styles are traditionally associated with women, these characteristics are not gender specific. Therefore it will be in the best interest of schools, if school principals, both men and women, could borrow from these qualities in order to change schools from authoritarian to more democratic institutions.
43
Avgeri, Elpida. "The Gender-Influence Perspective in Educational Management and Leadership : A Comparative Study of Upper Secondary Women Principals in Thessaloniki, Greece and Stockholm, Sweden". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118752.
Pełny tekst źródłaStreszczenie:
Gender plays an important role in all facets of human life and although great strides have been made against the gender discrimination, still the progress is gradual and slow. More specifically, in the field of educational management and leadership women’s attempt to gain equal groundwork with men is quite evident but the former still face gender related barriers that hamper their progress. The current research focuses on investigating the role and perceptions of women principals in the field of educational management and leadership and on drawing comparisons between their role in upper secondary education in Greece and Sweden. Therefore, the investigation takes place in the municipality of Thessaloniki and Stockholm with female principals from upper secondary schools to take part in the study. Ten from each city respond to the questionnaire, which is specially designed in their native language. The present findings provide an insight about women’s motivation to become upper secondary school principals, the reasons for their under-representation, the variations in managerial qualities and styles as part of their feminine identity, the difficulties they face towards identifying a position and ways to augment their involvement in the field. Drawing on the evidence of the survey conducted in Thessaloniki, despite the great progress that has been achieved in Greece in the field of educational management and leadership in terms of gender, women are greatly under-represented in upper secondary school management positions and significantly face sociocultural constraints and discrimination in their career path. However, the results of the study in Stockholm disclose that women progressively possess the managerial field in education currently outnumbering their male superintendents.
44
Phakathi, Charity Sharon. "Policy and practice : enabling or disabling women's aspirations for secondary school principalship". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60973.
Pełny tekst źródłaStreszczenie:
This study seeks to understand how policy and practice enables or disables women's aspirations for secondary school leadership. The study focuses on women deputy principals and woman principal who have applied for principalship and details their accounts of the resonances and dissonances of policy and practice. This qualitative study uses a narrative design. The data collected from three female deputy principals, one of whom was acting as a principal and one a newly appointed principal at the time of the interviews. The main form of data collection was a series of interviews with each participant. The findings confirm that the policy environment is favourable for women, but in its implementation, there are factors that constrain the aspirations of women for secondary school leadership. Gender stereotypical perceptions of women by the school governing bodies and a patriarchal social context are seen as significant constraints for women seeking leadership positions. It was also evident that prevailing school leadership frequently works with school governing bodies to undermine and thwart the ambitions of female deputy principals and those unions rarely play a supportive role to potential women leaders.
Data is analysed using the Capabilities Approach. In this study, the Capabilities Approach suggests that environmental and social conversion factors seem to be obstacles affecting women's agency to achieve the desired outcome of becoming a principal.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
45
Gregg, Mary Jane. "The Female Assistant Principal: Stepping Stone or Stumbling Block to the Secondary School Principalship". Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1193805125.
Pełny tekst źródła
46
Turner, Clara Thompson. "Voices of four African American and European American female principals and their leadership styles in a recognized urban school district". Texas A&M University, 2004. http://hdl.handle.net/1969.1/1229.
Pełny tekst źródłaStreszczenie:
This research study was conducted as a case study method on four African American and European American female educational administrators. The qualitative research framework was adopted to gain an understanding of how these administrators in secondary educational leadership positions exercised and (re)interpreted (Dillard, 1995) their leadership. The intent of my case study was to broaden the limited research base relating to the lived stories and experiences of the principalship from those whose voices can inform others about pertinent issues of leadership through diversity. In order to develop a clearer understanding of the administrators' perceptions on diverse leadership as it related to student academic performance, this study investigated constructed meanings of the relationship between their lived experiences and the way they led, by employing the feminist and interpretive lenses.
This qualitative study used the actual words of the participants to tell their story, as it provided a rich representation of the ideas presented. Data was collected through in-depth, open-ended interviews, and semi-structured face-to-face interviews through which the events, beliefs, and perceptions shaped the phenomenon under study. Analysis of the data occurred immediately after each interview and observation. Analytic conclusions were formulated by unitizing, coding, and then categorizing ideas or statements of experiences from the data to ensure that important constructs, themes, and patterns emerged.
The results of this study yielded the following as it related to the voices of four African American and European American female principals and their leadership styles in a recognized urban school district: (1) many forms or ways of leading were practiced by the administrators; (2) their upbringing or developmental pathways were different, however, they were determined to positively impact the lives of others throughout their educational career; (3) mentoring played an instrumental part in the administrators' leadership practices; (4) high student academic achievement was a result of effective professional development initiatives for their faculties; (5) they held themselves accountable for the outcomes of student academic performance; (6) they viewed diversity in leadership as critical; and (7) three of the four administrators identified their belief in a higher being as significant in their way of leading.
47
Pirouznia, Mahshid. "The obstacles in women's pathway to principalship". Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0038.html.
Pełny tekst źródła
48
Simelane, Immigardht B. H. "What are the personal and public challenges facing black women in their quest for leadership roles in schools?" Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-102602.
Pełny tekst źródła
49
Fortenberry, Delores Brown. "A comparison of perceived problems of urban black and white women principals in elementary, middle, and junior high schools in obtaining the principalship and functioning in that role during their first year". Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/533873.
Pełny tekst źródłaStreszczenie:
This study compared the differences in success rates of urban black and white women elementary, middle, and junior high school principals in obtaining the first principalship position and functioning in the principalship role during the first year.ProcedureA twenty-two-item closed-form and open-form type questionnaire was developed, tested, and mailed to a selected sample of 173 urban black and white women elementary, middle, and junior high school principals from three selected urban areas located in the Western and Midwestern regions of the United States. Responses were received from 112 (65 percent) of the recipients. The instrument was designed to elicit personal and professional data pertaining to problems encountered in obtaining the first principalship position and functioning in the role of the principal during the first year. Data were analyzed according to similar and dissimilar percentages of responses. of black and white women principals. The most serious problems experienced by principals in obtaining the first administrative position were forms of discrimination and male and female resentment. More white women principals experienced racial and sexual discrimination than black women principals primarily because more white principals than black principals had an opportunity to be interviewed in minority as well as nonminority communities. Usually the interview committee members as well as community members in minority neighborhoods preferred either a minority or a male principal regardless of race. More black principals experienced male and female resentment.The most serious problems encountered during the first year of the principalship included: (1) inadequate facilities, supplies, and equipment; (2) ineffective staff; (3) lack of experience in handling administrative responsibilities; (4) racial prejudice; (5) unwillingness of staff members to follow school integration guidelines; (6) time distribution between family and administrative responsibilities; and (7) family resentment toward job. More black women principals than white women principals were married and had an even greater problem in fulfilling home responsibilities.The most successful methods used by the principals to manage the problems encountered included: (1) using good time management and organizational strategies, (2) hiring household help, and (3) promoting and encouraging staff involvement in decision-making processes.Department of Secondary, Higher, and Foundations of Education
50
Ngcobo, Thandi Moira. "An investigation into teachers' perceptions of female secondary school principals in Kwazulu-Natal". Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003483.
Pełny tekst źródłaStreszczenie:
There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.