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Experiences of Female Educational Leaders as Examined Through Interpretive Inquiry

  • Author / Creator
    Colleen, Alpern D
  • 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.  

  • Subjects / Keywords
  • Graduation date
    2016-06
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy
  • DOI
    https://doi.org/10.7939/R3KK94M04
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. 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.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Doctoral
  • Department
    • Department of Educational Policy Studies
  • Specialization
    • Educational Leadership
  • Supervisor / co-supervisor and their department(s)
    • Dr. Bonnie L. Stelmach, Dr. Paul M. Newton, Dr. Jose L. da Costa (Educational Policy Studies)
  • Examining committee members and their departments
    • Dr. Bonnie L. Stelmach (Educational Policy Studies)
    • Dr. Andre P. Grace (Educational Psychology)
    • Dr. Jose L. da Costa (Educational Policy Studies)
    • Dr. Paul M. Newton (University of Saskatchewan)
    • Dr. Shelleyann Scott (University of Calgary)