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The purpose of the paper is to discuss and examine the development of frameworks and models to guide future research into studies of women's paths to educational…
The purpose of the paper is to discuss and examine the development of frameworks and models to guide future research into studies of women's paths to educational leadership worldwide.
A grounded theory approach to the development of a model of the factors and their interaction that determine the path to educational leadership for women is adopted, drawing on existing research for world‐wide studies.
Past studies in this field have focused on identifying barriers and opportunities that are gender sensitive. With an increasing interest in developing educational preparation programs that are context and gender specific, there is a need to provide research frameworks to allow for meaningful comparisons between contexts to identify commonalities and differences, and for models to predict the likely outcomes of interventions in current procedures for drawing women into educational leadership. The model presented in the paper allows for the identification of those factors in any given context that influence the success of women aspiring to leadership.
Understanding the culturally determined interaction of social and institutional factors that create unique contexts for career building is a prerequisite of developing leadership preparation for women designed to increase their successful entry into, and practice of, school leadership and to rectify their under‐representation in this field worldwide.
Conceptualizing educational leadership for women at an international level is a newly emerging theme that this paper hopes to advance.
The under‐representation of women in the leadership of secondary schooling is a problem common to many developing countries, raising issues of social justice and…
The under‐representation of women in the leadership of secondary schooling is a problem common to many developing countries, raising issues of social justice and sustainable development. It has its roots in societal understandings about leadership, the schooling and career aspirations of girls, the organizational characteristics of the education system, and the expectations and preparation of teachers for leadership positions. The purpose of this paper is to identify factors, both specific to the country and common across cultures, contributing to the low numbers of female teachers leading Ugandan secondary schools.
A survey of 62 female secondary school teachers from six coeducational schools in different areas of Uganda, is used to establish leadership aspirations and teacher perceptions of the factors helping or hindering them in realizing these aspirations.
The paper reveals that the majority of female teachers surveyed aspired to school leadership, but few had positioned themselves to do well in the competitive application process. Many thought the process corrupt and did not expect to get the support of their current school administrator.
The results of this paper support existing research worldwide that suggests leadership preparation for women should be gender specific. Women teachers need help to visualize a career path to leadership, encouraged to gain relevant experience, and given training that builds confidence in practical school management skills and builds on personal leadership skills.
Girls’ access to education has improved in many of the world's developing countries. These countries are striving to meet the United Nations Millennium Development Goals…
Girls’ access to education has improved in many of the world's developing countries. These countries are striving to meet the United Nations Millennium Development Goals (MDGs) requiring them to provide gender equality, promote the empowerment of women, and establish universal primary education (UPE) by 2015. The success of UPE in achieving gender equality in enrollment in those countries able to institute it is encouraging. Where previously girls trailed boys in their ability to access education due to parent inability or reluctance to pay the costs, they are now entering primary schools in comparable numbers (UNESCO, 1999, 2006).
The purpose of this paper is to examine the importance of lifestyle factors including geographical relocation, accommodation for dual earner careers, and availability of…
The purpose of this paper is to examine the importance of lifestyle factors including geographical relocation, accommodation for dual earner careers, and availability of family or non-family domestic help on the career choices of women assistant superintendents and superintendents in school districts in the USA. Women’s access to the superintendency continues to make slow progress, a trend traditionally attributed to gender bias. However, working women increasingly make career choices based on perceptions of lifestyle and domestic responsibilities that may self-limit their access to positions that would further their careers.
The study is set in Pennsylvania, where women occupy 26 percent of superintendents’ positions. Women superintendents and assistant superintendents in 2011-2012 were surveyed regarding their perceptions of the compatibility of the requirements of the position of superintendent with their lifestyle priorities.
The responses of 109 respondents suggest that the importance they attach to lifestyle factors limit the positions to which they apply. Most respondents would not consider family relocation or long commutes to access positions that would further their career goals. Consideration of partners/spouses work and career needs was rated as of high importance in making career decisions, and the respondents managed domestic household themselves with little expectation or recourse to extended family support or paid domestic help.
The findings suggest that the current demands and characteristics of the superintendency are at odds with lifestyle preferences of women qualified to hold the position, further exacerbating the effects of gender bias that maintain the lack of gender balance in educational decision making at the local level in the USA.