Gender and supervision

Shakeshaft, Charol; Nowell, Irene; Perry, Andy

doi:10.1080/00405849109543491

Cited by 24 publications

(10 citation statements)

References 2 publications

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“…Other research suggests that female teachers are more likely to initiate leadership roles, especially when dealing with students who suffer pain and deprivation [26]. According to Shakeshaft et al [74]: "Being born female or male does not in itself affect how we will act as workers; however, the way we are treated from birth onward, because we are either female or male, does help to determine how we both see and navigate the world" (p. 134).…”

Section: Discussionmentioning

confidence: 99%

Special Education Teacher Leadership in Jordan: Current State and Constraints

Al‐Zboon¹

2016

Societies

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Distributed leadership can enhance the professional learning communities of schools. The present study explored the leadership experience of Jordanian special education teachers, and their perceptions of common constraints to leadership. A mixed method design was used, including a survey (n = 136) and an interview (n = 23). Results indicated that special education teachers had little experience of leadership roles. They regarded the provision of cognitive and emotional support to colleagues as their most important leadership role, and participating in interview committees and selecting new teachers as the least important. There were no significant mean differences between male and female special education teachers in their level of enacted leadership. Level of education and years of experience were found to have a significant effect on the level of teachers' leadership.

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Section: Discussionmentioning

confidence: 99%

Special Education Teacher Leadership in Jordan: Current State and Constraints

Al‐Zboon¹

2016

Societies

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“…One might suspect that the lower training investment of females is associated with a gender bias of supervisors (Shakeshaft et al ., ; Rothstein, ; Melero, ). Since careers of females are more likely to involve parental leave and (periods of) part‐time work, supervisors may be biased toward higher workplace training for their male subordinates.…”

Section: Resultsmentioning

confidence: 99%

“…Following Shakeshaft et al . (), female supervisors may prefer more training than male supervisors (irrespective of the gender of the subordinates) because female supervisors value competence more strongly and male supervisors value trust more strongly. Melero () emphasizes the importance of gender stereotypes in the management style of supervisors.…”

Section: Literature and Hypothesesmentioning

confidence: 99%

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Dips and Floors in Workplace Training: Gender Differences and Supervisors

Fitzenberger

Muehler

2015

Scottish J Political Eco

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This article provides a detailed decomposition analysis of the gender differences in workplace training throughout the working life with a particular focus on parental leave and supervisors using personnel records from a large German firm. Females obtain less training during the early career, and more at higher age. The timing of the training gap seems to be driven by diverging career paths associated with employment interruptions. However, we find no evidence for catching-up effects after parental leave. Furthermore, including supervisor-fixed effects cannot explain the gender differences in training. The training of both male and female employees is positively associated with the training of the supervisor.

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“…The third recommendation is that universities and school districts develop mentoring plans that pay special attention to the mentoring of minority candidates (Enomoto et al, 2000). Those plans should include a well-developed strategy for developing the special relationships that mentoring requires, including issues of gender and supervision (Shakeshaft, 2000). Successful mentoring programs for preservice principals will require that universities and school districts plan together.…”

Section: Recommendationsmentioning

confidence: 99%