Thesis (Ed. D.)--Illinois State University, 1985. / Title from title page screen, viewed June 9, 2005. Dissertation Committee: Mary Ann Lynn (chair), Kenneth H. Strand, Ronald L. Laymon, Samuel T. Price, Larry D. Kennedy. Includes bibliographical references (leaves 100-104) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisor: Jim Scheurich. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ed. D.)--Lehigh University, 2005. / Includes vita. Includes bibliographical references (leaves 202-222).

The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as leaders. Females start to encounter a challenge from even being shortlisted for the senior positions and that becomes worse in being appointed as leaders. Even those few women appointed as leaders are being undermined by fellow colleagues as well as communities around them. It was recommended that in order to improve women representation in educational leadership, great efforts must be made in addressing a number of issues. A significant step would be to disseminate law on gender equality widely written throughout the country to raise public awareness about gender issues. Women should be encouraged and supported to participate in leadership. Also women should be prepared by being offered leadership preparation and leadership programmes so that they feel more self-confident and function effectively once appointed.

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

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Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xv, 274 p. Includes bibliographical references (p. 219-228). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Wisconsin--Madison, 2005. / Vita. Includes bibliographical references (p. 136-144). Also available on the Internet.

This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.

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