By John Collard, Cecilia Reynolds
This edited variation comprises chapters by means of best students on gender and academic management, which draw on learn on leaders in effortless, secondary, and postsecondary faculties all over the world.
Read Online or Download Leadership Gender and Culture in Education PDF
Best administration books
This edited version includes chapters by way of top students on gender and academic management, which draw on learn on leaders in uncomplicated, secondary, and postsecondary colleges world wide.
'Good colleges imagine with humans and never to humans' argues David Hudson during this thought-provoking functional consultant for these eager to bridge the distance among heart and senior administration roles, and make a distinction of their colleges. Accessibly and engagingly written and filled with real-life examples, this ebook will end up crucial studying for formidable academics and deputy heads in every single place.
- The War That Wasn't: Religious Conflict And Compromise In The Common Schools Of New York State, 1865-1900
- Running All the Red Lights: A Journey of System-Wide Educational Reform
- Analytic Processes for School Leaders
- Researching education policy: Ethical and methodological issues (Social Research and Educational Studies Series)
- Ethnotheatre and Creative Methods for Teacher Leadership
- Teaching And Training In Lifelong Learning
Additional info for Leadership Gender and Culture in Education
In the smallest schools, the proportion in agreement with this statement ranged from 72 per cent to 75 per cent. In schools with more than 400 pupils it increased to over 87 per cent. Such perceptions in turn influenced leader behaviour and became self-fulfilling prophecies. In schools beyond 600 pupils, over two-thirds of leaders of both genders believed the principal must ‘be in charge’; the corresponding proportions in schools under 400 was 37 per cent for women and 45 per cent for men. This finding clearly suggests that increases in school size place pressure upon women leaders to become more authoritarian.
The more directive stance of men in large schools, combined with their propensity to use formal administrative structures as vehicles of personal authority, may cushion them from feeling frustration to the same extent.
A key aspect of this section was the use of metaphors of leadership, which elicited affective responses whereas the rest of the questionnaire relied upon more abstract statements. 4 per cent. 9 per cent female. A method of bivariate analysis was utilized to explore associations between variables. Responses were tabulated according to frequencies and then cross-tabulated according to the variables of gender, school level, sectoral identity, student gender and school size. The cross-tabulations were then analysed using the Pearson Test of Statistical Significance.