School administrators' career mobility to the superintendency

Abstract

PurposeThe purpose of this study is to investigate differences and/or similarities between women's and men's career mobility toward the superintendency in terms of career pathways and movement patterns, with specific attention to women's career pathways as they correspond with their aspiration to the superintendency.Design/methodology/approachIn this study of upper level educational administrators in the USA, typical career pathways were identified for four targeted groups of the study: men superintendents; women superintendents; women central office administrators who aspire to the superintendency; and women central office administrators who do not aspire to the superintendency. Four pathways for each group were drawn by analyzing data related to survey respondents' professional experiences. In the analysis, descriptive methods including frequencies and percentages were used in drawing pathways.FindingsOne of the major findings from confirmed that career pathways for women in educational administration are different than those of men who typically become superintendents. While many men administrators had worked in line‐role positions and moved vertically up to the superintendency, women generally traveled to the superintendency through staff roles and their career mobility patterns were more often horizontal. In addition, significant differences were found between the career patterns of aspiring and non‐aspiring women central office administrators. The results of the study raise the question of whether particular career pathways actually create higher quality superintendents.Originality/valueThe study includes data from women central office administrators (aspiring and non‐aspiring), a large and recent data set that has been missing from most studies of career mobility. The inclusion of this data set allows one to identify: differences between women who do and who do not aspire; differences between seated women superintendents and aspiring and non‐aspiring central office administrators; and the potential added value that women bring to the role of superintendent of schools.

Gender, Markets, and Inequality: A Framework

“…According to an NCES report (2013), more female principals are in primary schools (63.8%) than in high schools (30.1%), and more male principals are hired in large school districts (65.9%). These findings are consistent with other accounts (Kim & Brunner, 2009). As noted earlier, these disparities are likely due in part to repercussions for women who take time off to care for children at home.…”

Why Men and Women Want to Leave? Turnover Intent Among Public Procurement Officers

“…C. J. Kim and Brunner (2009) report that women tend to stay longer with their institution and as a result grow within the organizational ladder and develop organizational commitment. However, our finding that women who have more years of work experience at a position are more likely to express turnover intent offers a new insight.…”

“…Our findings are consistent with past studies that investigate differences in career paths of men and women in the workforce and organizational commitment. C. J. Kim and Brunner (2009) report that women tend to stay longer with their institution and as a result grow within the organizational ladder and develop organizational commitment.…”

Examining the Career Pathways of Educators With Superintendent Certification

“…Grissom and Mitani theorized this was due to older superintendents approaching retirement age. Figures from descriptive studies support this hypothesis, as the mean superintendent age within most of these studies is in the fifties (Björk, Keedy, & Gurley, 2003;Grissom & Andersen, 2012;Kim & Brunner, 2009). In their national study of U.S. superintendents, Björk et al (2003) found that most entered the position for the first time in their mid-to early forties.…”

“…Female superintendents generally have amassed more classroom teaching experience than their male counterparts (Brunner & Grogan, 2007; Tallerico, 2000b). Because females tend to have more years of teaching experience than males, they typically enter the superintendency for the first time at an older age (Kim & Brunner, 2009). As for positions held along the way Björk et al (2003) report that females are more likely to bypass the principalship than males.…”