Feminist Approaches to Educational Leadership in Disadvantaged Rural Communities

Edwards, Graeme

doi:10.13189/ujer.2018.060722

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…In turn, the discourses and limiting mental representations may be different depending on the characteristics of the particular context in which the school is located. As an example, and as evidenced in previous studies (Bock and Shortall 2006;Edwards and Perumal 2014;Little 2002), the pressure and cultural barriers generally tend to be more pronounced in the rural context than in an urban setting.…”

Section: Introductionsupporting

confidence: 54%

Contextualizing gender issues and inclusive education: an analysis of the perceptions of primary education teachers

Cosculluela

Orús

Liesa-Orús

et al. 2022

Teacher Development

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Contextualizing gender issues and inclusive education: an analysis of the perceptions of primary education teachersThis study explores the experiences and perceptions of primary education teachers regarding the struggle for gender equality in schools located in an area in northern Spain. In addition, it also analyses the measures carried out in classrooms and schools to achieve this objective that are influenced by social and cultural factors, and does so within a scenario consisting of an inclusive school that advocates equality as one of its fundamental ethical principles. The study is included in the paradigm of qualitative research and eight teachers from three public schools were interviewed. The teachers expressed their broad dissatisfaction with the generally limited involvement of the schools and the educational community in promoting gender equality, which is influenced by different social and cultural dynamics. Lines of action are proposed that motivate teachers to take responsibility for their teaching practice in order to guarantee gender equality in a context of cultural diversity.

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Section: Introductionsupporting

confidence: 54%

Contextualizing gender issues and inclusive education: an analysis of the perceptions of primary education teachers

Cosculluela

Orús

Liesa-Orús

et al. 2022

Teacher Development

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“…According to Perumal (2014), South African democracy precipitated many changes and excavated many dormant issues, one of which was equity in the workplace which extended into the sphere of education -a sector in which women were rarely seen in leadership positions. This clearly indicates that woman being rare in leadership position is a common phenomenon across the world especially in education sector.…”

Section: Review Of Related Literature the Overview Of Female Teacher ...mentioning

confidence: 99%

Factors Influencing Female Teachers’ Progression to Top Management Positions in Public Secondary Schools in Narok North Sub County, Kenya

MAIYO,

KALAI (Ph.D),

KINGI (Ph.D)

2018

strategicjournals.com

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The purpose of the study was to examine factors influencing female teacher progression to management position in public secondary schools in Narok North sub County, Kenya. The study adopted a descriptive survey design. The target population of the study comprised of 30 public secondary schools which comprised 5 female principals, 25 male principals and 94 female teachers inclusive of deputy principals and heads of department in Narok North Sub County. A sample of 5 female principals, all 4 female deputy principals and 14 male principals were selected using stratified sampling to the study. Stratified random sampling was used to select 66 female teachers of Narok North Sub County. An interview guide for the Principals and deputy principals, two questionnaires were used to collect data. Test-retest method was used to test the reliability of the tools. Nineteen head teachers' questionnaires (83%) and 66 teachers questionnaires (95.6%) were returned. Thus, a questionnaire return rate of 79% was achieved which was deemed very good for data analysis. The major findings of the study revealed that there were fourteen male principals (73.7%) and five female principals (26.3%). The study findings also indicated that academic qualification and experience are no longer a hindrance to women appointment to leadership positions in public secondary school. Absence of role models interfere more with women's performance of school duties as compared to male teachers. The findings further established that female teachers have a negative attitude towards leadership roles and therefore, are reluctant to apply for leadership positions. In the light of the research findings the researcher made the following recommendations; The government through the Teachers' Service Commission should motivate female teachers to leadership through incentives. The Ministry of Education should encourage inservice courses on educational management to create awareness to all teachers on administrative roles.

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“…Increasing diversity in educational leadership by making concerted efforts to include indigenous women in education and training programs can transform power relations within educational (Edwards, 2018). Considering the dire shortages of administrators in K-12 education (Tucker & Fushell, 2014), this inclusion is necessary both for equity reasons and to fill current needs.…”

Section: Introductionmentioning

confidence: 99%

Finding Room for Indigenous Women in Educational Leadership: Why Structured Mentorship and Training Are Needed

Prado

2023

New Horizons in Adult Education and Human Resource Development

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While the educational system attempts to recover from the last few years of teacher attrition and lower enrollments in teacher education programs, there is an opportunity within adult education to both promote and mentor indigenous women in educational leadership roles by providing education, resources, and opportunities during their training. As long as indigenous women educators are still left out of academic leadership spaces, the lack of diverse voices of women in educational leadership is an issue worth exploring. A troubling lack of mentorship, support, and opportunities exacerbates the exclusion of indigenous women educational leaders. The purpose of this paper is to explore ways that adult education programs and human resource development interventions can and should help prepare indigenous women for positions in educational leadership. Educational leadership training in higher education institutions must include structured mentorship and networking programs, efforts to understand how indigenous women learn and lead, and an embracing of alternate, indigenous ways of leading.

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Feminist Approaches to Educational Leadership in Disadvantaged Rural Communities

Cited by 5 publications

References 16 publications

Contextualizing gender issues and inclusive education: an analysis of the perceptions of primary education teachers

Contextualizing gender issues and inclusive education: an analysis of the perceptions of primary education teachers

Factors Influencing Female Teachers’ Progression to Top Management Positions in Public Secondary Schools in Narok North Sub County, Kenya

Finding Room for Indigenous Women in Educational Leadership: Why Structured Mentorship and Training Are Needed

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