Many women currently occupy the position of high school principal, and the number of studies conducted with women educational administrators has increased to reflect that reality. In the past, women who became school administrators had to have succeeded according to rules that they had no part in making; they were accommodating the demands of administrative roles shaped by men (Young, 1995). Since Young wrote that conclusion in 1995, the landscape has changed, and even more women occupy educational administrative positions. This study attempted to ascertain to what extent and in what ways women are now able to shape administrative roles to suit themselves; in terms of their leadership approach, and their conception of power, and authority. The qualitative study is based on data collected from semi-structured, open-ended interviews with five women high school principals, as well as observations conducted at their work place. The aim of the study was to further our understanding of how they enact their role as the principal of a high school. (Abstract shortened by UMI.)
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/6390 |
| Date | January 2002 |
| Creators | Leblanc, Renée. |
| Contributors | Ahola-Sidaway, Janice, |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Detected Language | English |
| Type | Thesis |
| Format | 201 p. |
Page generated in 0.0022 seconds