Author: Jean Christina Marczynski
Publisher:
ISBN: 9781267199034
Category :
Languages : en
Pages :
Book Description
Despite movement toward equity given the institutionalization of affirmative action programs and policies, researchers document continued underrepresentation of women principals in secondary schools. Gender equity in the high school principalship possesses the key to unlocking many problems including poor outcomes for high school students to low representation of women superintendents. Researchers call for examination of progress for women in educational administration to formulate more equity responsive practices and policies. Research was conducted to describe and analyze differences between women secondary principals in Texas 2011 and 1998 on measures of (a) personal and professional characteristics, (b) leadership styles and practices, and (c) school organization. Forty-two percent of the 117 surveys sent to a representative sample of women principals in 2011 were returned and then merged with data gathered from a comparable sample surveyed in 1998. Fifty-three percent of the respondents in 2011 identified as Anglo European, 20% were Latina, 18% were African American, and 5% chose Native American. Women secondary principals in 2011 were significantly more diverse in terms of ethnicity and age but no differences were noted in professional characteristics. Three-quarters of women in both years were found to possess a high task and high relationship leadership style; however a significant minority had shifted to a high task with low relationship style in 2011, which is indicative of a more directive leadership style. A significant and large reduction in leadership adaptability was observed. Women principals in 2011 reported high agreement and frequency of distributing various leadership functions, particularly for trust in team members, taking actions in the best interest of students, and support for the welfare of teachers. The schools led by the women principals in 2011 were found to possess higher percentages of students qualified as economically disadvantaged and were more urban. Finally, half of the schools in 2011 were rated Recognized by the Texas Education Agency, which was significantly higher than the 16% in 1998. The significance of study findings center on observed progress toward equity and women's leadership effectiveness. Recommendations for training, recruitment, and hiring practices and policies are forwarded in the conclusions.
Women Secondary Principals in Texas
Author: Jean Christina Marczynski
Publisher:
ISBN: 9781267199034
Category :
Languages : en
Pages :
Book Description
Despite movement toward equity given the institutionalization of affirmative action programs and policies, researchers document continued underrepresentation of women principals in secondary schools. Gender equity in the high school principalship possesses the key to unlocking many problems including poor outcomes for high school students to low representation of women superintendents. Researchers call for examination of progress for women in educational administration to formulate more equity responsive practices and policies. Research was conducted to describe and analyze differences between women secondary principals in Texas 2011 and 1998 on measures of (a) personal and professional characteristics, (b) leadership styles and practices, and (c) school organization. Forty-two percent of the 117 surveys sent to a representative sample of women principals in 2011 were returned and then merged with data gathered from a comparable sample surveyed in 1998. Fifty-three percent of the respondents in 2011 identified as Anglo European, 20% were Latina, 18% were African American, and 5% chose Native American. Women secondary principals in 2011 were significantly more diverse in terms of ethnicity and age but no differences were noted in professional characteristics. Three-quarters of women in both years were found to possess a high task and high relationship leadership style; however a significant minority had shifted to a high task with low relationship style in 2011, which is indicative of a more directive leadership style. A significant and large reduction in leadership adaptability was observed. Women principals in 2011 reported high agreement and frequency of distributing various leadership functions, particularly for trust in team members, taking actions in the best interest of students, and support for the welfare of teachers. The schools led by the women principals in 2011 were found to possess higher percentages of students qualified as economically disadvantaged and were more urban. Finally, half of the schools in 2011 were rated Recognized by the Texas Education Agency, which was significantly higher than the 16% in 1998. The significance of study findings center on observed progress toward equity and women's leadership effectiveness. Recommendations for training, recruitment, and hiring practices and policies are forwarded in the conclusions.
Publisher:
ISBN: 9781267199034
Category :
Languages : en
Pages :
Book Description
Despite movement toward equity given the institutionalization of affirmative action programs and policies, researchers document continued underrepresentation of women principals in secondary schools. Gender equity in the high school principalship possesses the key to unlocking many problems including poor outcomes for high school students to low representation of women superintendents. Researchers call for examination of progress for women in educational administration to formulate more equity responsive practices and policies. Research was conducted to describe and analyze differences between women secondary principals in Texas 2011 and 1998 on measures of (a) personal and professional characteristics, (b) leadership styles and practices, and (c) school organization. Forty-two percent of the 117 surveys sent to a representative sample of women principals in 2011 were returned and then merged with data gathered from a comparable sample surveyed in 1998. Fifty-three percent of the respondents in 2011 identified as Anglo European, 20% were Latina, 18% were African American, and 5% chose Native American. Women secondary principals in 2011 were significantly more diverse in terms of ethnicity and age but no differences were noted in professional characteristics. Three-quarters of women in both years were found to possess a high task and high relationship leadership style; however a significant minority had shifted to a high task with low relationship style in 2011, which is indicative of a more directive leadership style. A significant and large reduction in leadership adaptability was observed. Women principals in 2011 reported high agreement and frequency of distributing various leadership functions, particularly for trust in team members, taking actions in the best interest of students, and support for the welfare of teachers. The schools led by the women principals in 2011 were found to possess higher percentages of students qualified as economically disadvantaged and were more urban. Finally, half of the schools in 2011 were rated Recognized by the Texas Education Agency, which was significantly higher than the 16% in 1998. The significance of study findings center on observed progress toward equity and women's leadership effectiveness. Recommendations for training, recruitment, and hiring practices and policies are forwarded in the conclusions.
Personal and Professional Characteristics and Androgynous Behavior of High School Principals in Texas
Author: Diana Powell Hope
Publisher:
ISBN:
Category : Androgyny (Psychology)
Languages : en
Pages : 268
Book Description
Publisher:
ISBN:
Category : Androgyny (Psychology)
Languages : en
Pages : 268
Book Description
A Study of Women Elementary-school Principals in Texas
Author: Sarah Haley Childers
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 186
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 186
Book Description
Where's the Principal?
Author: Debra Melton-Livingston
Publisher:
ISBN:
Category : Early retirement
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category : Early retirement
Languages : en
Pages :
Book Description
Handbook for Texas Secondary School Principals
Author: Texas Association of Secondary School Principals
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 141
Book Description
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 141
Book Description
Through Their Lenses
Author: Shaleh Rene Malveaux
Publisher:
ISBN:
Category : High schools
Languages : en
Pages :
Book Description
Purpose The purpose of this qualitative study was to explore the experiences of women high school principals to uncover challenges contributing to the underrepresentation of women in secondary school leadership. Moreover, this work is situated within the larger movement of educational leadership for social justice, with a focused application of a feminist theory lens and Social Role Theory. The two research questions that guided this study were: (1) How do select high school principals who are women describe their lived experiences in the principalship? and (2) What do these select high school principals who are women believe contributes to the underrepresentation of women in high school principal positions? Methodology A phenomenological approach was chosen to explore the lived experiences of seven current high school women principals in Texas. The transcendental phenomenological research approach proposed by Moustakas (1994) was employed. Transcendental phenomenology has been summarized by Moustakas as “a scientific study of the appearance of things, of phenomena just as we see them and as they appear to us in consciousness” (1994, pages 49). Women principals who have led at their current school for at least three years were the focus of the study because they have demonstrated an ability to navigate the leadership role. Data in the form of background questionnaires and individual interviews from seven women high school principals were collected and reviewed. Findings Each participant described specific experiences, as a woman, serving in the role of high school principal. In this study, four common themes emerged: (a) Servant Leadership, (b) Facing Barriers, (c) Support Systems, and (d) Advice. Moreover, participants described the challenges they faced during their tenure as high school principals, and strategies they used to overcome the challenges. Additionally, participants expressed gender bias, a glass ceiling, and family responsibilities as most damaging to women for career progression, and thus underrepresentation in the high school principalship. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2309
Publisher:
ISBN:
Category : High schools
Languages : en
Pages :
Book Description
Purpose The purpose of this qualitative study was to explore the experiences of women high school principals to uncover challenges contributing to the underrepresentation of women in secondary school leadership. Moreover, this work is situated within the larger movement of educational leadership for social justice, with a focused application of a feminist theory lens and Social Role Theory. The two research questions that guided this study were: (1) How do select high school principals who are women describe their lived experiences in the principalship? and (2) What do these select high school principals who are women believe contributes to the underrepresentation of women in high school principal positions? Methodology A phenomenological approach was chosen to explore the lived experiences of seven current high school women principals in Texas. The transcendental phenomenological research approach proposed by Moustakas (1994) was employed. Transcendental phenomenology has been summarized by Moustakas as “a scientific study of the appearance of things, of phenomena just as we see them and as they appear to us in consciousness” (1994, pages 49). Women principals who have led at their current school for at least three years were the focus of the study because they have demonstrated an ability to navigate the leadership role. Data in the form of background questionnaires and individual interviews from seven women high school principals were collected and reviewed. Findings Each participant described specific experiences, as a woman, serving in the role of high school principal. In this study, four common themes emerged: (a) Servant Leadership, (b) Facing Barriers, (c) Support Systems, and (d) Advice. Moreover, participants described the challenges they faced during their tenure as high school principals, and strategies they used to overcome the challenges. Additionally, participants expressed gender bias, a glass ceiling, and family responsibilities as most damaging to women for career progression, and thus underrepresentation in the high school principalship. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2309
The Perceptions of Superintendents, Personnel Directors, and School Board Presidents in Southeast Texas Toward the Attributes, Barriers, and Effectiveness of Women as High School Principals
Women High School Principals
Author: Kathleen Emily Pecora
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 502
Book Description
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 502
Book Description
Women & Minorities in School Administration
Author: Effie H. Jones
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44
Book Description
The Curriculum Management Audit
Author: Larry E. Frase
Publisher: R&L Education
ISBN: 0810839318
Category : Education
Languages : en
Pages : 322
Book Description
Overviews the curriculum management audit (CMA) and compares and contrasts it with principles of total quality management (TQM), asking whether a school district can use curriculum audit principles in conjunction with TQM. Part I examines the history, critics, and practical compatibility of the CMA
Publisher: R&L Education
ISBN: 0810839318
Category : Education
Languages : en
Pages : 322
Book Description
Overviews the curriculum management audit (CMA) and compares and contrasts it with principles of total quality management (TQM), asking whether a school district can use curriculum audit principles in conjunction with TQM. Part I examines the history, critics, and practical compatibility of the CMA