Gender differences in instructional leadership: how male and female principals perform their instructional leadership role

Shaked, Haim; Glanz, Jeffrey; Gross, Zehavit

doi:10.1080/13632434.2018.1427569

Cited by 35 publications

(34 citation statements)

References 35 publications

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“…The findings on significance difference showed there is significance difference between student-centred leadership towards teachers' genderism of primary school in Pudu Zone, Kuala Lumpur. This is supported by previous study stated, female leaders showing more active leadership in school compared to male leaders, even though the result is significantly small effect [25]. Besides that, [26] stated that female leaders practice more leadership skills of decision making, individualize consideration, and interpersonal interaction compared to male leaders.…”

Section: Discussionsupporting

confidence: 73%

Student-Centered Leadership and Teachers’ Competency in Integrating Frog VLE in Teaching and Learning

Jusoh¹,

Hoque²,

Ghani³

2020

Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019)

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This study aims at examining the relationship between student-centred leadership and teachers' competency in using Frog VLE in Pudu Zone primary schools in Kuala Lumpur. This is a non-experimental quantitative research using survey technique through the administration of a set of questionnaires on teachers' demographic variables, studentcentred leadership and teachers' competency in using Frog VLE. Some 152 returned questionnaires have been analyzed. The findings showed that teachers in Pudu Zone primary schools perceived that their principals have a high level of studentcentred leadership however they rated themselves as having a medium level of ICT competency. Furthermore, data indicated a statistically significant positive but very weak correlation between student-centred leadership practices and teachers' competency. In addition, the independent t-test analysis showed that there are significant differences between student-centred leadership in terms of gender but no significance differences between teachers' competency in terms of gender. This study will benefit most towards the policymakers in the Ministry of Education, the headmasters in school and the teachers.

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Section: Discussionsupporting

confidence: 73%

Student-Centered Leadership and Teachers’ Competency in Integrating Frog VLE in Teaching and Learning

Jusoh¹,

Hoque²,

Ghani³

2020

Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019)

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“…These differences in responses between men and women in this study could be attributed to the "ethic of care" often associated with women (Gilligan, 1982;Kropiewnicki & Shapiro, 2001) that often manifests as placing a greater emphasis than men on relationships, developing more horizontal relationships, being more collaborative, and ultimately demonstrating a transformational leadership style that empowers and inspires followers (Hallinger et al, 2016;Shaked et al, 2018). Research has found that male leaders tend to demonstrate a more transactional leadership style that is directive, relies on formal authority with a clear organizational hierarchy, and focuses on procedure or structure over relationships (Hallinger et al, 2016;Shaked et al, 2018). Whereas the women in this study emphasized working with others in the various duties as principals and in responding to challenges they faced, the men frequently pointed to organizational structures that granted or limited their decision-making power and dictated their responsibilities.…”

Section: Discussionmentioning

confidence: 85%

Relationships and Structure: Male and Female Saudi Principal Perspectives of School Leadership, Challenges, and Responses

2021

JHETP

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This qualitative study examined Saudi male and female principal perspectives regarding their work as school leaders, the challenges that they encounter, and how they respond to those challenges adding to the research on Saudi principals and particularly Saudi female principals. The findings indicated that female principals hold a communal view of school leadership, challenges, and responses to challenges in which relationships and meeting stakeholder needs are prioritized as compared to an agentic, self-oriented view of leadership tasks, procedures, and structural issues by male Saudi principals. Using grounded theory to analyze open-ended survey responses, theories were developed for both genders of Saudi principals and are discussed in relation to prior research as well as recommendations for pre-service Saudi principals and policymakers.

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“…Moreover, the female principal is inclined towards people relationships and participative management practices which the literature present as suitable for empowering the School Management Team in executing instructional leadership. The research by Shakel et al (2018) found that female principals consistently obtain higher ratings on instructional leadership when compared with their male counterparts. In comparing male and female principals, these authorsfound that female principals being more active as instructional leaders demonstrated transformational leadership more than men and were more experienced in academic and professional studies as a result of being appointed to principalship after they gain more years of teaching experience.…”

Section: Discussionmentioning

confidence: 98%

“…Male principals derive their source of authority from their formal position whereas female principals derive their source from their expertise. Shakel et al (2018) assert that female principals consistently obtain higher ratings on instructional leadership when compared with their male counterparts. Burns and Martin (2010) conclude that effective principals will always be effective regardless of the gender of the principal.…”

Section: Introductionmentioning

confidence: 99%

Empowerment of the school management team by secondary schools principals in Tshwane West District, South Africa

Mosoge¹,

Mataboge²

2021

Educ. Res. Rev.

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The South African education scene is characterised by principals who come from the apartheid era where they manage the school alone in an authoritarian manner. Old approaches to school management have changed because the society has also changed. There is a shift from top-down style of leadership to shared or distributed leadership which requires the empowerment of those in managerial positions in schools. The principal is expected to manage the school together with significant stakeholders. In this study attention was focused on the extent to which principals perform the duties of instructional leadership and how they empower the School Management Team (SMT) to execute instructional leadership. Additionally, the study aimed at finding out impediments that principals experience in the course of empowering the School Management team. The study used a quantitative method involving the use of a questionnaire. The study population consisted of 90 principals and deputy principals and 165 heads of department in Tshwane-West District. Data analysis consisted of descriptive and inferential statistics. The greatest challenge is the administrative workload experienced by principals. The study also found that rural principals perform the duties of instructional leadership more than the urban principals. Principals perform their duties well and this is good for the academic performance of learners.

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Gender differences in instructional leadership: how male and female principals perform their instructional leadership role

Cited by 35 publications

References 35 publications

Student-Centered Leadership and Teachers’ Competency in Integrating Frog VLE in Teaching and Learning

Student-Centered Leadership and Teachers’ Competency in Integrating Frog VLE in Teaching and Learning

Relationships and Structure: Male and Female Saudi Principal Perspectives of School Leadership, Challenges, and Responses

Empowerment of the school management team by secondary schools principals in Tshwane West District, South Africa

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