Essay On Female Head Teacher

Confidence, integrity, purpose, empowerment, determination, and courage. These are some of the many words associated with leadership. Regardless of gender, these words apply to all leaders. It is no longer a question of what women leaders are, but rather why there are not women leaders. Today’s society focuses on fulfilling leadership positions with males, not because females do not have the same skills and knowledge as men, but because people associate men with leaders. There are various daily obstacles that women face in the attempt towards leadership roles including prejudice beliefs, resistance due to stereotypes, leadership styles, family life demands and underinvestment in social capital. We have found that through depictions in the media, women are not seen as effective leaders in the same sense as men. These media findings and various research techniques provide evidence for the lack of female presence in leadership positions.

Leadership is complex and, comprises of many definitions and qualities (Grimm 2010). One definition of leadership is ‘a multifaceted process of identifying a goal, motivating other people to act, and providing support and motivation to achieve mutually negotiated goals’ (porter-O’Grady 2003). Back in 1939 Kurt Lewin researched to identify different styles of leadership. According to his research, there are three major styles of leadership. Authoritarian or autocratic, participative or democratic and delegative or laizzes-fair. These three styles remain influential today. According to educational leaders.govt.NZ, leadership is about empowering, transforming and working together to meet schools and 21st century (www.tki).There are many leadership theories and from leadership theories comes leadership styles. the educational leadership model according to www.educational leaders.govt.nz identifies four qualities that build a leader 's capability to enhance teaching and learning outcomes for the school: manaakitangi- leading with moral purpose, pono- having self-belief, ako- being a learner, awhinatanga -guiding and supporting.

Within the last 100 years, the role of women within the United States has changed dramatically. Although the role of women has changed over the years, there are still many obstacles that women must overcome to gain top positions within their career. Women today face unique challenges within the social, career, educational, and political field. From taking this course Women in Leadership, I have gained knowledge on the barriers that are preventing women from advancing, see how factors such as gender could influence women’s leadership styles and find out what strategies that promote social justice for women. I believe there are three important concepts from this class that would help guide my own judgments and decisions moving forward. The

The argument about leadership difference between men and women can be said as a long term debate. The perception of people vary from one another and there too exists the difference in the situations which makes the scenario different from one another. This article has tried to focus just on the leadership styles used by the different leaders. The environment, culture and so on plays a vital role on how a leader thinks. A leader

Masters of Arts in educational leadership is a study field that interested me deciding on the master program to pursue (Green, 2010). The program is essential in academic institutions since it views leadership as a relational process. In other words, it has an all-inclusive attitude towards people and their diverse points of views sharing a common goal and vision among individuals in the institution. The strong interest and desire of pursuing the art program resulted from the interest of understanding the cultural aspects of people that leads to their diversified points of view. Additional interests in educational leadership arose from the increased urge of expounding knowledge on leadership. Furthermore, based on the dynamic nature of the modern society, pursuing the master program aimed at understanding different management styles and required skills for these styles (Green, 2010). The discussion paper has the objective of expounding and reflecting on the different aspects of educational leadership learnt in the MA in educational leadership program.

In prior studies, leadership roles have been based off one’s sex instead of gender. According to Park, male gender qualities characterized as; aggressive, independent, objective, logical, rational,analytical, decisive, confident, assertive, ambitious, opportunistic and impersonal are distinguished from female gender qualities described as; emotional, sensitive, expressive, cooperative, intuitive, warm, tactful, receptive to ideas, talkative, gentle, empathetic, and submissive (p. 12). These characteristics brings up the notion of how women pursue being leaders because they are opposite of men who dominates the leadership

The main goal for the “Ban Bossy” campaign is to strive for equality among women and men in leadership positions. They are trying to do this by bringing attention to how the words “bossy” and “bitchy “ are used. These words are often used to discourage women from entering leadership roles. This discouragement has caused very few women to obtain leadership positions. During this presentation there were four women speakers whom currently hold leadership positions at Oregon State University, their names were; Dr. Indria Rajagoapl, Dr. Julie Greenwood, Luhui Whitebear, and Dr. Susie Brubaker-Cole. Each of these women were asked three questions that had to do with leadership.

The studies observed that women tend to adopt a more transformational and participative initiative style while men were seen to embrace more dictatorial and disciplined styles (Eagly & Johnson, 1990). The research studies likewise found that the style chosen by most women for the most part ends up being helpful for authoritative adequacy, for the most part coordinating the arrangement of reward, inspiration, expectation, and eagerness among others (Mohr & Wolfram, 2008). These differences in gender leadership styles may influence the way the coach approaches his or her coaching method to be more effective. For example, women in leadership are described as having a softer verbal tone than men who often have a more authoritative tone (Mohr & Wolfram, 2008) which can be offensive if a coach uses an authoritative tone unnecessarily or constantly with a woman

Completing the main project for this course has been an interesting exercise forcing me to challenge some of my long-held beliefs of both my personality and management style. Each survey I took revealed some interesting aspects of educational leadership that I will apply when given the opportunity as an educational administrator. This section of the paper will summarize the key findings for each of the aforementioned surveys.

Leadership can be difficult to define because it has different meanings dependent on the audience. As an administrator, it is important to assist teachers in educating students’ growth of knowledge and help them understand that learning is a continuous process. Learning is not something that happens overnight, but something that happens as a result of continuous practice and the development of skills in a classroom. In my experience, teachers act as guides to field questions, provide logical directions to assignments, and help students have confidence. These are three important factors that have influenced my decision to become an administrator. This positive leadership philosophy of education believes that the purpose of schooling is to provide an opportunity for all students to acquire a quality education in a safe, nurturing, and positive environment. Education is the sole means for breaking down barriers. Finding the appropriate leadership style

Thesis statement: Leadership depends on the leader’s leadership style and there way of communicating ideas rather than the leader themselves. Both women and men believe in similar leadership styles however women prefer a more participative leadership approach.

Because school is where students learn about culture, it follows that the activities therein should contribute to the understanding of their culture, as well as the culture of others, preparing them for a pluralistic world (Quebec Education, 2001, Section 1.2). This makes the project in question all the more relevant as it does the aforementioned. Additionally, by concentrating on gender norms, the project has the ability, and will to expose the intercultural nature of gender boundaries, how stereotypical images of gender pervade the world as a whole (Schieffelin, & Ochs, 1986). But more than just preparing its students theoretically, highlighting the multitude of diversification will work to arouse the feeling of harmony, that no matter their differences, they are all part of humanity. By doing so, the project, and school, will “act as agents of social cohesion by fostering a feeling of belonging,” contributing to a socially just society (Quebec Education, 2001, Section 1.2).

Despite the fact that Northouse (2016) offers many reasons why gender should not matter in leadership, it does still matter. Eagly & Johnson and van Engen & Willemsen (as cited by Northouse, 2016) state that “one robust gender difference found across settings is that women led in more democratic, or participative manner than men” (p. 402). Female leaders have also been shown to use more adaptive and transformational leadership styles, but Ayman, Korabik, and Morris (as cited by Northouse, 2016) point out that male subordinates still devalue these female leaders despite the fact that their leadership style predicts effectiveness (p. 402). Eagly, Karau, and Makhijani (as cited by Northouse, 2016) conducted a study that showed women to be just

The purpose of this article was to examine women’s and men’s leadership styles, the effectiveness of the different leadership styles, and the true determination of effectiveness as a woman leader (Appelbaum et al, 2003, p. 43). The article present research conducted for theories examined. Comparing this week’s work assignment to this article, I notice a linkage to a few items. The comparable list that is closely related to parts of theories in the reading assignment are gender stereotypes; different leadership style effectiveness; developmental opportunity, and experience. All of these different topics are related to the Leadership Labyrinth.

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.