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Permanent link (DOI): https://doi.org/10.7939/R3KK94M04

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Experiences of Female Educational Leaders as Examined Through Interpretive Inquiry Open Access

Descriptions

Other title
Subject/Keyword
Interpretive
Inquiry
Experience
Leadership
Education
Administration
Female
Women
Educational
Principal
Qualitative
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Colleen, Alpern D
Supervisor and department
Dr. Bonnie L. Stelmach, Dr. Paul M. Newton, Dr. Jose L. da Costa (Educational Policy Studies)
Examining committee member and department
Dr. Andre P. Grace (Educational Psychology)
Dr. Shelleyann Scott (University of Calgary)
Dr. Bonnie L. Stelmach (Educational Policy Studies)
Dr. Paul M. Newton (University of Saskatchewan)
Dr. Jose L. da Costa (Educational Policy Studies)
Department
Department of Educational Policy Studies
Specialization
Educational Leadership
Date accepted
2016-09-16T11:58:28Z
Graduation date
2016-06:Fall 2016
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
This study explored the following question: How do female educational leaders experience educational leadership? The research focused on the practices of three female educational leaders and explored their perspectives over a period of single school year. I gathered data using one-on-one semistructured interviews. I then analyzed the data through the use of interpretive thematic analysis. The themes I created related to barriers women educational leaders face. Women are experiencing success within the field of educational leadership but require support and mentorship. In spite of the availability of numerous preparation programs, female educational leaders are nonetheless often feeling unprepared and overwhelmed in their positions. These women also continue to live in gendered and socialized educational environments that impact their practice, experience, and personal growth, and while these barriers exist, women are developing ideologies and ways of leading that circumvent these barriers and allow for success in their leadership roles. This study found that in spite of the gains made by women towards equality, inequality is persistent and ongoing. I discussed these themes in relation to the shared experiences of the participants. Further research is needed to understand how gendered roles affect this inequality and how to alleviate ongoing barriers to success for all women in educational leadership.  
Language
English
DOI
doi:10.7939/R3KK94M04
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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