The study sought to explore eight women school principals’ management experiences and challenges that these women encounter in their day-to-day management duties. It used semi-structured interviews, observations and document analysis as its methods of data collection. The findings revealed that women principals encountered the challenge of being caught in the middle of having to balance domestic chores (being mothers and wives) and work responsibility (as school principals). The simultaneous demands of domestic and work responsibilities ensured that the women principals were inequitably pressured in their roles as school managers compared to their male counterparts. Other challenges related to gender stereotypes (perceptions held by some teachers and parents that women are care-givers, nurturers, and therefore not suited for management positions) and lack of women role models in school management positions. Even though women principals were challenged in their management duties they engaged in empowering management approaches by means of involving all the staff members in the decision making processes. The study highlighted the challenges that women principals encountered in maintaining their identity as women (feminine) in a male orientated field of school management. In managing the schools they used different approaches of management depending on the situation, and these included the adoption of masculine and authoritarian management strategies. By and large, these women principals insisted on using management strategies that are associated with femininities, such as empathy, cooperation, pastoral care and so forth. These strategies seemed more appropriate in promoting democratic participation in schools, as stipulated in South African education policies. The study recommended that holding induction programmes, building women networks, workshops and seminars could be a useful strategy in supporting women school principals. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

In Lesotho, as in any other country, women face many challenges stemming from the difficulty of simultaneously transcending and accommodating to gender stereotypes, prejudices and cultural beliefs perpetuating women submissiveness. Although, the government of Lesotho has made attempts through the implementation of policy documents of gender equity, the challenges and barriers that women experience in educational leadership and management positions are still prevalent today. The study aims to explore the experiences of female principals who are already in educational leadership positions. The study adopted the qualitative approach which based on an interpretive paradigm. The qualitative methods of data production were used to get a deeper understanding of the female principals’ experiences. Individual semi-structured interviews, with open-ended questions were used to collect data. Field notes were also used to capture the cues which the tape recorder could not show or in case the tape malfunctions. The study employed the contribution of feminist theories as a guide to the study in order to liberate women from practices and structures that perpetuate their unequal status. The purposive sampling was used for selection of the participants and the sites. Five primary school female principals and four deputy principals were selected in the Leribe district of Lesotho. Responses of female principals and their deputies were based on three key questions: What are the female principals’ experiences as school leaders when they assume the leadership positions in Lesotho primary schools? How do female principals’ experiences affect their leadership roles? How do female principals deal with the challenges and experiences as they carry out their responsibilities? Data was subjected to content analysis. The findings reveal that organizational factors and teachers’ negative attitudes towards female primary school leaders are some of the factors that hold up the effective school administration. The findings also reveal that women principals in primary schools are competent and do possess the necessary skills to manage the schools effectively. Furthermore, with the necessary support of leadership and management styles they use, women can become successful in transform schools into institution of learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The purpose of this study was to explore the experiences of women principals in high schools when executing their management functions at Obonjeni District. It is hoped that the study would contribute to the understanding of the challenges woman principals encounter on their work and how they dealt with them. The methodology used was qualitative. A case study method was adopted. Data was gathered through semi-structured interviews with two school principals, two deputy principals and four heads of department in two selected high schools. Documentary analysis was used to triangulate data obtained through the interviews. Two high schools at Obonjeni District were purposively selected for the study. The data gathered was transcribed, coded, organised into themes, categories and sub-categories. Finally, the data was analysed using content analysis technique. The study was located in feminist theory; this is because what is happening in high schools today can be explained in terms of assertions made in feminist theory. This theory provides an explanation as to why women are under-represented in management positions. Findings indicate that staff members that were of the view that women principals were incapable of leading based this view on gender stereotypes, societal norms and cultural factors. Furthermore, some staff members view female principals as capable of managing and providing effective leadership in high schools. The study also revealed that women principals experience challenges, but despite them, they managed to perform their official duties effectively and also provided good leadership quality in these schools. The study recommended that in-service training, sufficient workshops and seminars must be organised to empower women in leadership positions. Again, it was recommended that women principals must avail themselves with numerous educational opportunities to upgrade their knowledge. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

The primary purpose of this study was to examine the leadership behaviors of Indiana female school superintendents from the perspectives of the superintendents themselves along with members of their school boards. The Kouzes and Posner Leadership Practices Inventory was employed to determine how 30 leadership behaviors are perceived from both groups and how closely their perceptions correlated.Through research findings, the following issues formed the basis for this study:(a) A demographic profile of female superintendents in Indiana; (b) a demographic profile of school board members from Indiana districts in which there was a female superintendent; (c) the extent to which the 30 leadership behaviors were observed and/or practiced; (d) the school board opinions regarding each of the leadership behaviors and whether or not each was considered important.Survey research procedures were used for this study. The survey instrument was adapted from the 2000 Kouzes and Posner Leadership Practices Inventory (LPI) that is normally administered to a staff of people including bosses and subordinates. Using the LPI for gathering input from superintendents and school board members is a unique method for this instrument, as the study is designed to be used with leaders and their employees - not the leader and his or her superiors. The study was not used as any type of evaluative procedure and the results were reported as aggregate data. The LPI was reformatted to make it a more reader-friendly survey. This was accomplished by creating a box with the five-point Likert scale for each of the thirty questions. To the left of each of the 30 items, each school board member was to place a check beside any behavior he or she considered an important leadership trait. Demographic questions for superintendents and for school board members that were relevant to the study were developed from the background research. The demographic profiles indicated that both groups were much like the national average, predominantly white and married with an average age of both groups in the early fifties.Board members and female superintendents were closely aligned in their perceptions of her leadership behaviors. However, superintendents rated themselves slightly higher in the behaviors than their school boards. The null hypothesis was rejected in that differences were discovered between the means of female school superintendents and members of school boards as to their perceptions of the five subscales in all except Encouraging the heart.The final facet of this study was to collect input from the members of the school boards as to the importance of the thirty leadership behaviors. The board member was instructed to place a check beside its description for each of the descriptions that he or she felt was an important leadership trait. The most highly regarded behavior, according to school board members was: Treats people with dignity and respect (62%). Other leadership behaviors that were marked frequently included: Follows through on promises and commitments (57%), Sets personal example of expectations from others (55%), closely followed by Develops cooperative relationships with the team (54%). / Department of Educational Leadership

This study compared the differences in success rates of urban black and white women elementary, middle, and junior high school principals in obtaining the first principalship position and functioning in the principalship role during the first year.ProcedureA twenty-two-item closed-form and open-form type questionnaire was developed, tested, and mailed to a selected sample of 173 urban black and white women elementary, middle, and junior high school principals from three selected urban areas located in the Western and Midwestern regions of the United States. Responses were received from 112 (65 percent) of the recipients. The instrument was designed to elicit personal and professional data pertaining to problems encountered in obtaining the first principalship position and functioning in the role of the principal during the first year. Data were analyzed according to similar and dissimilar percentages of responses. of black and white women principals. The most serious problems experienced by principals in obtaining the first administrative position were forms of discrimination and male and female resentment. More white women principals experienced racial and sexual discrimination than black women principals primarily because more white principals than black principals had an opportunity to be interviewed in minority as well as nonminority communities. Usually the interview committee members as well as community members in minority neighborhoods preferred either a minority or a male principal regardless of race. More black principals experienced male and female resentment.The most serious problems encountered during the first year of the principalship included: (1) inadequate facilities, supplies, and equipment; (2) ineffective staff; (3) lack of experience in handling administrative responsibilities; (4) racial prejudice; (5) unwillingness of staff members to follow school integration guidelines; (6) time distribution between family and administrative responsibilities; and (7) family resentment toward job. More black women principals than white women principals were married and had an even greater problem in fulfilling home responsibilities.The most successful methods used by the principals to manage the problems encountered included: (1) using good time management and organizational strategies, (2) hiring household help, and (3) promoting and encouraging staff involvement in decision-making processes. / Department of Secondary, Higher, and Foundations of Education

Thesis ( Ed.D. )--Illinois State University, 2006. / Includes bibliographical references (leaves 177-197) and abstract.

Thesis (Ed. D.)--Illinois State University, 2006. / Includes bibliographical references (leaves 177-197). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Nina Bascia.

Thesis (Ph.D.) -- Edith Cowan University, 2006. / Submitted to the Faculty of Community Services, Education and Social Sciences. Includes bibliographical references.