Graduation Term

2019

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Elizabeth T. Lugg

Abstract

Because the number of female educational leaders is disproportionate to the number of males, I conducted a qualitative study about the experiences of female educational leaders. After inquiring about these experiences and analyzing the data, I made recommendations about how to recruit and interest more women to go in to those roles. The study involved participating in face-to-face interviews with fifteen women. With participant consent, I recorded the interviews and transcribed them so that further analysis could take place. I asked approximately five questions and the interviews lasted approximately sixty minutes apiece. The women conveyed many different responses and helped in the attempt to explore female educational leaders’ experiences. The data remained confidential and was coded and analyzed by me as part of the qualitative study. The study helped in gaining useful knowledge about the nature of female educational leaders’ experiences. Chapters IV, V, and VI cover the results of this study. The findings yielded a greater understanding of why and how women become educational leaders, including examining how they identify themselves as leaders and led to recommendations for encouraging more women to seek out and obtain those positions. All stakeholders involved in education will benefit from the findings, including school board members, women, teachers, administrators, families, students, and legislators.

KEYWORDS: women in educational leadership; gender identity theory; female educational leaders

Access Type

Dissertation-Open Access

DOI

http://doi.org/10.30707/ETD2019.Jarvis.A

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