Thesis (M. Ed. (Education))--Rhodes University, 2006. / Thesis presented in partial fulfilment of the requirements for the degree of Masters in Education (Education Leadership and Management).

Thesis (Ph. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 2, 2006. Dissertation Committee: Dianne Ashby (chair), David Blacker, Patricia Klass, Carol Struck. Includes bibliographical references (leaves 95-99) and abstract. Also available in print.

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendix: leaves 132-141. Includes bibliographical references (leaves 142-148).

Thesis (M.A.)--Grace Theological Seminary, 1985. / Abstract. Includes bibliographical references (leaves 83-85).

This study explores practical school leadership and management, as enacted by women. The study, conducted in an interpretive paradigm, attempts to gain an understanding of women’s subjective experiences of school leadership and management. Two women principals from Ondangwa West Educational Region were interviewed. The two were selected through consultations with one of the senior inspectors in the region. Both had been principals for more than ten years and were seen by those who are concerned with their school to be successful. The study found that these women prefer a participative style of leadership and management, characterised by consultations with others, teamwork, collaborative decision-making and the use of power to empower others. They also strive for good human relationships because they believe that it fosters mutual respect, trust, openness and a good working atmosphere. All these human centred approaches are directed towards creating a school atmosphere that is conducive to teaching and learning and therefore result in effective schooling and quality educational outcomes. They do not experience gender discrimination in their work places. They have the full support of their supervisors. Though both are married with children, these dual roles do not prevent them from being successful in their professional work. In fact they have reached a stage where they feel confident as leaders and feel that they are acting as role models for fellow women principals and those aspiring to this position. The study concludes that the styles of leadership and management displayed by women are similar to those that are universally accepted as characteristics needed for effective school management and leadership. Though these leadership styles are traditionally associated with women, these characteristics are not gender specific. Therefore it will be in the best interest of schools, if school principals, both men and women, could borrow from these qualities in order to change schools from authoritarian to more democratic institutions.

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This research explored the attitudes of 191 male and female United States public school superintendents toward women as managers in public schools. The purpose of the study was to see if women were viewed favorably as managers, to see if the sex of the respondent (superintendent) affected attitude scores and to explore the relationship between the demographic variables of the study and the attitude scores. The demographic variables included size and population composition of the school district, the number of years the respondent had been a superintendent, the age and educational attainment of the superintendent, and his/her attitude toward women's rights. The instrument used was the Women as Managers Scale which contains three subscales. Two-way ANOVA was used to analyze the data and to investigate interaction effects. The data analysis revealed that both sexes viewed women as managers favorably, but the female superintendents had consistently and significantly more favorable attitude scores. Respondents from rural school districts had less favorable attitude scores on one subscale of the instrument. The superintendents with more than ten years experience had less favorable attitude scores than did those with fewer years on all three subscales of the WAMS. The respondents with a Doctorate degree had more favorable attitude scores than those with lesser degrees on one subscale of the instrument. Those who had a liberal attitude toward women's rights had more favorable attitude scores on two subscales of the instrument. No interaction effects were obtained. / Ed. D.

Although current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of horizontal and vertical violence by Black female educational leaders ; problematizes the phenomenon as outlined by Freire (1970) at the theoretical level ; outlines the proposed qualitative methods, which will be used to investigate the phenomenon further ; and taking Paulo Freire's lead, explores the implications of sabotage or violence coming from members of the same minority group. In this specific case, Black female educational leaders will serve as the primary participants of the study. Once the data is collected and analyzed, the paper will include an analysis of the data and a discussion of the findings followed by recommendations based on the findings of the study. / by Dildra Martin-Ogburn. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.