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Abstract

This study collects the personal experiences of Otago female principals
and examines the leadership qualities they bring to the principalship.
These qualities are compared to qualities seen as essential for 2 1 st
century leaders. The study also looks into the barriers and support
structures women have encountered and reviews the status of women in
the profession today. Based on this data the investigator presents a
summary of the advice offered to aspiring leaders of primary schools.
Attention is given to the influence of 'Tomorrow's Schools' and the
conflicts that may exist in primary school leadership for women. An
overview of the principalship is provided, presenting the desired skills
and roles of a successful principal for the 21st century. Women in the
principalship are examined to use women's voice to share their career
paths and leadership styles focusing on relationships, communication,
use of power, and leadership priorities. Their barriers and support
systems are analysed and reasons as to why women are not represented
in leadership roles proportional to their representativeness in the
teaching profession are explored.
The study also goes further to discuss what intervention strategies are
effective in changing the situation and how more women can be
encouraged to become primary principals of larger schools in New
Zealand.
A qualitative research design was employed which included grounded
theory, questionnaires and interviews. Triangulation of the findings for this investigation was achieved by incorporation of questionnaires,
interviews and Education Review Office reports. While the findings were
specific to the principals studied, this investigation provides an
opportunity to learn of their leadership strategies, struggles and
successes. The women also share their visions, reflections and advice to
other women who may already be leaders of schools or may be
considering becoming a leader for the 21st century. A closer examination of females in leadership in primary schools
reflects that they see being a principal as an integral part of who they are
and not separate from them. They utilize many strategies needed for
effective principalship in a time when the knowledge drive and global
interconnections make this position a very demanding one. The
increased awareness that this study offers leads to the improvement of
the self knowledge and confidence of female school leaders to lead their
schools in their own way and successfully meet the demands of the
profession both personally and professionally.

Item Type:	Thesis - Unspecified
Authors/Creators:	Bamford, Wendy
Keywords:	Elementary school principals, Women in education, Women school principals
Copyright Holders:	The Author
Additional Information:	Thesis (EdD)--University of Tasmania, 2003. Includes bibliographical references
Item Statistics:	View statistics for this item

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