Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 159 p.; also includes graphics Includes bibliographical references (p. 124-138). Available online via OhioLINK's ETD Center

Thesis (Ph.D.)--Brigham Young University. Dept. of Educational Leadership and Foundations, 2007. / Includes bibliographical references (p. 197-224).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Nov. 25, 2008). PDF text: xi, 165 p. : ill. ; 1 Mb. UMI publication number: AAT 3311306. Includes bibliographical references. Also available in microfilm and microfiche formats.

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

No description available.

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.

Education remains one of the most gender imbalanced fields, with disproportionately fewer women in higher levels of leadership. Women who reach leadership positions in education experience many triumphs and tribulations during their tenures as principals, assistant superintendents, and superintendents. The experiences of these women in their various administrative levels of leadership can provide important insight into the reasons for their success as women superintendents in Texas. This research has probed the career trajectory of nine women who have successfully attained and retained superintendencies in Texas to determine what career decisions have helped them and the challenges these women have faced in their positions. A qualitative research method, open-ended interviews, yielded several findings of what women considered important in proceeding from teaching through the various levels and ending in becoming superintendents. According to nine successful women superintendents in Texas, there are specific characteristics one can bring to the table that would really make a difference: Communication, collaboration, compassion, preparedness, hard work, and passion. All nine participants overcame challenges when climbing to the higher levels of leadership in education. These women have achieved success in the superintendency, and several factors appear to have played into the success of these women who have achieved in education’s top position.

Thesis (Ed D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 178-181). Also available on the Internet.