The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of education concerning women reflects women in general and is not specific to African American women. More research is needed for and by African American women as it pertains to the study of female leadership on secondary public school campuses. The traditional high school principal is White, male, married, and middle income. With the inception of President Obama’s Race to the Top and the age of accountability, the traditional building principal motif is changing. Accountability and higher standards have changed just about every aspect of education. his autoethnography represents my professional journey as it pertains to obtaining a principalship in a high school. As the story was written, it became apparent though my writings in order to explain the journey, it was evident I needed to share my life experiences about who I am to further bring understanding and clarity to the study. Being Black and female, compounded by the attainment of a high level of education, predictably creates problems on both a professional and personal level. The research is shared through traditional research methods as well as vignettes or anecdotes to tell the story. Storytelling is important because it adds context to the situation and allows the reader not only to comprehend but to also become part of the experience. The review of the literature for this autoethnographic journey signified African American women as a renewed prototype for effective school leadership, especially as it pertained to schools with placed at-risk children. Theoretical framework included Womanism, Critical Race Theory, Female Leadership, Cultural Identity, Principal Leadership and the history of African Americans as educational leaders. My findings, based on research presented, although scarcity exists among African American female high school principals; we are now believed to possess the qualities necessary for a school to be successful. This scarcity is caused by lack of African American mentors and sexism and/or racism in hiring practices.

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1977. / Bibliography: leaves [187]-194. / Microfiche. / x, 194 leaves, bound 29 cm

Thesis (M. Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 97-105).

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 97-105). Also available in print.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 158-165) and abstract. Also available in print.

Thesis (Ed.D.)--Mississippi State University. Department of College of Education. / Title from title screen. Includes bibliographical references.

Thesis (Ed. D.)--East Tennessee State University, 2002. / Originally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.

The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.

In this study the problem concerning the contingency approach to the managerial tasks of the Black high school principal was investigated by means of literature study, interviews and observations. As a result the problems and challenges facing the Black principal were identified. The managerial tasks of the principal in the South Africa of the l 990's were identified and defined. It became clear that these tasks are performed under changing situational contingencies. The contingency approach, its basis, what it entails and its importance in the RSA of today was described. When the contingency approach was related to the managerial tasks, it became clear that under one set of circumstances one type of leadership style is effective. Interviews and observations were conducted in certain schools and with certain principals. Research findings revealed that the Black high school principal should be flexible in the face of many contingencies facing him. / Educational Leadership and Management / M. Ed. (Educational Management)

M. Ed. (Educational Management) / Please refer to full text to view abstract