Women have been underrepresented in administrative roles in education, due to a wide variety of barriers. In the province of Ontario, women comprise approximately seventy one percent of teachers, yet occupy only sixty percent of school principal and vice principal roles. More recently, there has been an increase in the ranks of women working as principals and vice-principals; this study examines one Ontario School Board using quantitative and qualitative data. It finds that the percentage of women working as administrators has moved closer to a reflection of the provincial percentage of women in teaching. Interviews with active school administrators reveal the barriers and supports that are important. Their contributions reveal three distinct themes: the importance of mentorship and peer networks, the challenges of maintaining a work / family balance, and the continued importance of gender in educational administration.

Women have been underrepresented in administrative roles in education, due to a wide variety of barriers. In the province of Ontario, women comprise approximately seventy one percent of teachers, yet occupy only sixty percent of school principal and vice principal roles. More recently, there has been an increase in the ranks of women working as principals and vice-principals; this study examines one Ontario School Board using quantitative and qualitative data. It finds that the percentage of women working as administrators has moved closer to a reflection of the provincial percentage of women in teaching. Interviews with active school administrators reveal the barriers and supports that are important. Their contributions reveal three distinct themes: the importance of mentorship and peer networks, the challenges of maintaining a work / family balance, and the continued importance of gender in educational administration.