The public school superintendent is the least progressive position in education at integrating women and balancing the scales of equitable representation. Statistical data indicates there are far fewer females than males serving as superintendents. Current statistics show women make up: 1) over 70 percent of all public school educators; 2) nearly half of all principals; and 3) almost 60 percent of all central office administrators. Yet today, female superintendents in our nation total only 20 percent. Despite the perceived oppression of the marginalized, gender study research on women in the superintendent/ Chief Financial Officer (CFO) position is limited and built on a narrowly focused foundation. Most of the work on this topic has been done to study the barriers women encounter when attempting to become a public school administrator, rather than to explore their role as a modern day superintendent/ CFO. The purpose of this qualitative study will be to build on prior research, which has only begun to expose the qualitative and narrative aspects of research, and delve into the daily professional lives of three female superintendents. The study further explored their experiences as a female superintendent/ CFO in a male dominated profession. The findings of the study support that it is time to remove the institutional and personal stillness and allow women to share their stories concerning the barriers they encountered in attaining the superintendency, as well as how they continue to overcome barriers in the active role of superintendent/ CFO. The benefit of this study will be to serve as a vessel for these pioneering females to show that their perceptions and lives as a female superintendent are stories worth sharing.

Remarkably few females hold the position of superintendent; although, there are capable women in the educational field who are qualified and interested. Researchers proposed many reasons for this disparity including the lack of studies regarding females in the superintendency. This void has made it difficult to determine a clear picture of what leadership behaviors female superintendents employ. Research questions included: (1) What leadership assumptions appear to form the basis for the leadership behaviors of these presently practicing female superintendents? (2) In what ways do those within each district leadership circle respond to these female superintendents when they function as leaders? (3) What political, educational, and demographic contexts frame the leadership behaviors of these female superintendents? The purpose of this study was to identify and describe through case studies the leadership concepts drawn upon by specific females presently serving in the role of superintendent, the responses of those within the leadership circle regarding these leadership choices, and the situations that drove these superintendents' leadership decisions. Multiple case study design as well as multiple data gathering methods were employed in this study. The leadership choices of female superintendents were investigated in depth through interview, observation, and document analysis. Data was transcribed and coded using Ethnograph software. Common themes and patterns emerged through analysis of statements, situations observed, and interpretation of data collected. These understandings have implications for the training and preparation of women for the superintendency. The study's findings indicated how these female superintendents applied their skills to leadership situations. These findings provided a baseline understanding of how these women proceeded in a top-level position such as the superintendency. In their own words, these women aided in creating a more comprehensive picture of a practicing female superintendent. / Ed. D.

School board members, superintendents, and assistant superintendents from Region XX, Education Service Center in Texas were surveyed to examine their perceptions regarding the underrepresentation of women in the role of superintendency. Individual t-tests were performed and frequency data were utilized to obtain group means. When compared, the administrative group indicates that there is a significant difference (p<0.05) between genders. Female administrators cite concerns with factors hindering their career advancement to the superintendency. Research findings of this study included: 1. Data from this study reveal women's concerns with limited time for career mobility, career aspirations being placed behind family responsibilities, and family commitments being a priority to career advancement. 2. Data from this study suggest that women have concerns with factors they encounter with mentors, networking systems, sponsorship, and support systems within their organizations. 3. Results reveal that women have inexperience in fiscal matter compared to men. Fiscal matters are a major concern and a priority for both school board members and administrators. 4. Results indicate that females are capable of performing the superintendent job duties. 5. The results indicate that women are their own worst critic and rate themselves lower than their male counterparts. The following are recommendations for further study: 1. Further statistical study on in-depth interviews of current female superintendents could be conducted related to barriers encountered during their superintendency in all Education Service Center Regions in Texas. 2. Critical analysis could be made on the actual selection process of the superintendency for several districts within the Education Service Center Regions in Texas. 3. Further research studies could be conducted of networking and mentoring systems already in place. These kinds of studies can add to the review of literature as to their effectiveness in assisting women in administration.

Females currently represent the largest number of teachers in the United States but yet they represent the smallest number of superintendents (Miller, 2009). While female students and educators are increasing, few of them have attained the superintendency positions within school divisions (Hopkins, 2012). This phenomenon was examined in the Commonwealth of Virginia through a mixed methods study, which provided an understanding of the career development experiences of female superintendents in public K-12 school divisions. The researcher utilized Schein's career anchor theory (1990), which examined the personal and professional values and dimensions that influence career choices. Results of the study found that attaining the superintendency among female leaders has not been primarily influenced by career anchors, but rather by their own commitment and dedication to public service. While the main barrier for females to achieve the superintendent's position was related to familial roles, they coping mechanisms of these include emulating the abilities of males or employing the nurturing qualities of females. The study recommends that school boards should design and implement policies that provide an enabling working environment for rising female leaders. Further, educational leadership organizations may explore establishing affinity groups to improve networking among education professionals with diverse genders and cultures. / Ed. D.

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There exists a discrepancy with the number of females in the California superintendency being twenty-three percent, whereas seventy five percent of all educators are female. This study examined the demographics of the typical female superintendent in California as well as the perceived perceptions of these females in attaining the position. This study examined barriers to the superintendency and successful strategies utilized by females in attaining the public school superintendency. Data for this study were collected through a survey of the perception of barriers and perceptions of successful strategies. All two hundred forty nine California female superintendents were mailed surveys, one hundred twelve responded. The barriers perceived by the respondents to be statistically significant were: demands of family, lack of ability to relocate, and exclusion from the Good Old Boy Network . The successful strategies perceived were: increasing visibility in professional circles, obtaining a doctorate degree, formulating and adhering to a plan of action, preparing an effective resume, developing a strong self concept, obtaining family support, learning coping skills, strategically preparing for district level experience, increasing flexibility to relocate, and pursing opportunities for advancement within the structure. The outcomes from the survey results suggest that females need to take strategic steps in networking, planning for demands of family responsibilities, considering relocating in order to attain the position, and securing a stable career path. University programs need to consider adequately preparing females for the unique barriers that they may encounter while attempting to secure a superintendent position. Future studies comparing barriers for men in comparison to women and/or examining the perceptions of minority superintendents independently should be considered.

No description available.

In education, women administrators are underrepresented in leadership positions, especially as superintendent. The study examined the following: characteristics and experiences of women superintendents to those of women administrators who aspire to be superintendent and to those women who have decided not to pursue the superintendency; the factors influencing women administrators' decisions to pursue or not pursue the position of superintendent; and the impact of identified factors on the decisions made by study participants. This qualitative multiple-subject study with an interview protocol was designed to consider the historical perspective of women in education, characteristics of women administrators, and a feminist poststructuralist framework; it included the identification of internal and external barriers and criteria for enhancing the advancement of women administrators. The study addressed the following research questions: 1. How do the experiences and characteristics of acting women superintendents compare to those of women aspiring to the superintendency and to those of women administrators who choose not to seek the position of superintendent? 2. What factors influence women administrators' decisions to pursue or not pursue the position of superintendent? The seven findings suggested that 1) educational leaders influenced decisions to become administrators; 2) style of leadership, method of conflict resolution, and decision-making practice is collaborative; 3) interpersonal skills, good communication, and approachability are (p.204-205) skills required for the superintendency; 4) the decision to pursue the superintendency is influenced by a number of factors, including role models, mentors, and the intensity of the position; 5) balancing a career with family responsibilities is potential barriers for women seeking the superintendency; 6) negative perceptions of female leaders were potential barriers for women administrators seeking and obtaining the position of superintendent; 7) individual school boards and communities influence how women and men are viewed as leaders and whether or not women superintendents are perceived differently. This study has identified implications for future studies and for advancing the careers of women administrators by eliminating barriers, challenges and negative perceptions regarding their pursuit of the position of superintendent. / EDD / Women educators are traditionally underrepresented in leadership positions, especially the position of the superintendent. This study examined the characteristics and experiences of women educators in three categories: those who are superintendents, those who aspire to be superintendents, and those who have decided not to pursue the superintendency. Further, the study examined the factors which influenced the women’s decisions and identified their impact upon the decisions. The qualitative study employed an interview protocol to determine the impact of historical factors, personal characteristics, and a feminist perspective to identify internal and external barriers to advancement, as well as criteria enhancing advancement. Research addressed these questions: 1. How do the experiences and characteristics of acting women superintendents compare to those of women aspiring to the superintendence and to those of women administrators who choose not to seek the position of superintendent? 2. What factors influence women administrators’ decisions to pursue or not pursue the position of superintendent? Findings included the following: 1) Women educators are influenced by their leaders; 2) Women’s leadership style is usually collaborative; 3) Interpersonal and communication skills foster leadership in a superintendent; 4) Several factors (role models, mentors, intensity of the work, etc.) influence the decision whether to pursue superintendency; 5) Family responsibilities often present barriers to advancement; 6) Perceptions of women can be a barrier to advancement; 7) Communities and school boards determine women’s advancement opportunities. Implications for future studies and for advancing women educators’ careers have been identified in this study.

The purpose of this study was to examine the self-perception of leadership styles of practicing female superintendents in Texas and how their preferred leadership style affected their performance. The study posed the following questions:(1) What are the preferred leadership styles of the practicing female superintendents in Texas as measured by Bolman & Deal’s (2003) four frames of leadership? (2) What are the predominant behaviors that female superintendents in Texas identify within each frame of leadership? (3) How do the preferred leadership styles and behaviors influence the superintendents’ every day performance? This study was relied on a mixed method approach, quantitative and qualitative. The quantitative component involved surveying 50 female superintendents, using the Leadership Orientations (Self-Report) survey (Bolman & Deal, 1990). The qualitative component included a semi-structured interview which asked follow up questions with six selected female superintendents (two from rural, two from suburban, and two from urban districts) who consented to the interview regarding the influence of their leadership preferences. The findings suggest participants’ preferred leadership style relates to the Human Resource frame which include: being an inspirational leader, utilizing interpersonal skills, making good decisions; as well as, coaching and developing people. Findings also suggest that predominant behaviors include: supporting others, building trusting relationships through collaboration, and being participative. The preferred leadership styles and behaviors’ influence on female superintendents’ everyday performance resulted in embracing collaboration, being transparent, sharing a vision, being passionate, and building trusting relationships. Additionally, beliefs and behaviors that lead to success include: being honest, depersonalize the situations, education makes a difference, adopt flexibility, and power to make decisions. The characteristics that lead to success are: being spiritual, being organized, being committed, and willing to help others. Furthermore, the following advice was offered: learn to cope with high level of visibility, become knowledgeable of the district’s needs and characteristics, and develop a professional image. Finally, implications for aspiring female superintendents, superintendent preparation programs and school boards members are also presented. / text

This study considered how being Latina, and all the variables inherent in gender and ethnicity intersect when a Latina is a public school district superintendent in Texas; specifically, how a Latina superintendent effectuates meaningful and productive superintendent-board relations. The study employed a phenomenological approach, and utilized semi-structured interviews, collection of artifacts, researcher observations, and a board of education member survey. Through the interpretivist paradigm, elements of gender role theory permeated the study. The notion of the glass ceiling as a barrier that women seeking executive level positions, such as the superintendency, emerged from the discourse of the study. Findings suggest that where professional skills, knowledge, and abilities are concerned there is no gender difference; however, the ability for women to be equally considered for executive level positions, such as the superintendency, suggests that disparity in practice continues to exist. Women are challenged to be equally considered for the superintendency. While women carry a presumably different challenge to balance work and family, the findings suggest that those who have attained the superintendency were able to thrive amidst this challenge. The study also suggests that the three Latina superintendent study participants’ practices in developing and maintaining effective superintendent-board relations sustained prior research in this regard. Where superintendents are strategic and purposeful in their efforts to develop and maintain effective superintendent-board relations, they thrive. In contrast, where superintendents are not strategic and purposeful in their efforts to develop and maintain effective superintendent-board relations, the superintendent’s tenure is abbreviated. / text