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1995, Women Leading in Education
In a country where 71% of all K-12 teachers and 88% of elementary teachers are female, it is more curious that by 1993, only 7.3% of superintendents, 24% of assistant superintendents, and 34% of principals are female (Montenegro, 1993). There is still much we do not know about sex discrimination, about female career patterns, about women leaders, and about inclusive conceptualizations of managerial and administrative theory. This book takes us farther down these roads toward a better understanding of women in leadership.
2020 •
Educational Considerations
A Leadership Perspective From Women SuperintendentsWomen in leadership roles
Women in leadership roles.2022 •
This paper explores how gender inequality hinder women from career advancement in the workplace. It delves into how women suffrage, policies of diversity and inclusion has eased entry and promotion in careers. However the debate recurs on why (even with qualifications and education, ) few women make it into c-suite roles. The paper examines the paradox of women voted as as better leaders in polls yet not heading institutions in expected numbers. The problem of prejudice against women is examined as well as cultural mindsets and what women can do to promote themselves and achieve more success in the workplace. Keywords: Gender Inequality, Diversity, Inclusivity, Women and leadership.
2013 •
Generally women are the majority in the teaching field especially in primary schools, yet they constitute the least number in positions of authority within the education system. This article examines, the underlying reasons for this under representation of women through a gendered analytical framework, focusing on an empirical research of women deputy heads that was conducted in one of the provinces in Zimbabwe using qualitative interviews. Despite efforts to increase the representation of women in school leadership positions, their numbers have remained very low. Research that I have conducted in the last ten years do show that gender roles, culture and gender relations influence women’s rise into leadership positions. Arising from these observations are questions such as: why do women’s numbers in managerial and leadership positions continue to be low? What messages do women aspiring for leadership positions get from their female counterparts who act as their role models? The issu...
South African Journal of Education
Possible barriers to the advancement of women to leadership positions in the education profession2001 •
In a previous article we discussed, in detail, the problem of this study, its aim, methods used, its limitations, and the first five of twelve barriers that were perceived to be obstacles to the advancement of women to leadership positions in the education profession, in particular, and the workplace, in general. To avoid repetition, the issues already discussed can be read as background information in the previous article. This article is devoted to the discussion of the last seven barriers that were also identified as constituting some of the hurdles women have to overcome before they are promoted to senior positions in the field of education. (South African Journal of Education: 2001 21(4): 324-330)
Educational Management Administration and Leadership
3. Arar, K. (2012). Review of Grogan, M., & Shakeshaft, C. (2011). Women and Educational Leadership. San Francisco: Jossey Bass. Educational Management Administration and Leadership. 40(5), 641-643Loading Preview
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Ankara Üniversitesi
OSMANLILAR'DA ANALİTİK GEOMETRİ: HENDESE-İ HALLİYYE VE HENDESE-İ TAHLÎLİYYE2017 •
Oriental Institute Annual Report 2021-2022
Stein, G. (2022). "Cultural Heritage Preservation Projects in Afghanistan and Central Asia." Oriental Institute Annual Report 2021-2022: 17-24.2022 •
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The Drosophila 110-kDa transcription factor TFIID subunit directly interacts with the N-terminal region of the 230-kDa subunit1993 •