Thesis (D. Ed.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 110-114.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Sandra Acker.

Thesis (M.Ed.), Memorial University of Newfoundland, 2000. / Bibliography: leaves [39-40].

Not available / text

This study examines issues related to women's leadership and administrative roles in higher educational settings where information technologies have a prominent function. In so doing, it addresses a relatively new area in leadership. The study focuses on four main questions: Are there parallels between feminist leadership styles and a new evolving field for leaders in technology? Is there something about technology that lends itself to female leadership styles? Has technology helped validate women's styles of leadership? What does that mean to women entering the field now? / Six women administrators, interviewed over a three-month period spoke on such issues as formal and informal relationships, collaborative team building, and getting the job done. This qualitative study focuses on educational leadership as a process rather than a product, and strives to gain a deeper understanding of the day-to-day experiences and leadership practices of women administrators in education. Drawing from feminist research studies, organizational theory and studies on women in educational leadership, the study offers to expand the existing discourse in educational leadership by documenting the ways this particular group of women practice 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 (Ed. D.)--Illinois State University, 1972. / Title from title page screen, viewed Sept. 28, 2004. Dissertation Committee: J.H. McGrath (chair), Charles W. Edwards, Elwood F. Egelston, E. Scott Blankenship, Francis B. Belshe. Includes bibliographical references (leaves 114-119) and abstract. Also available in print.