WOMEN AND SECONDARY SCHOOL PRINCIPAL ROTATION/SUCCESSION: A STUDY OF THE BELIEFS OF DECISION MAKERS IN FOUR PROVINCES
Bibliographic record
Abstract
Our study investigated patterns of female participation as secondary principals that have varied across contexts and changed slowly. Researchers interviewed decision makers from a purposive sample of 10 urban and rural school districts in Ontario, Nova Scotia, Saskatchewan, and British Columbia, gathering data from structured telephone interviews, policy documents, and statistical information. The needs of a system took precedence over those of individuals. Many participants denied that gender influenced their rotation/succession practices; however, they identified differences by gender in leadership style and aspirations. Complex rules of control affected the participation of women as secondary principals. Gender dearly affects the participation of women as secondary school principals. Key words: gender, leadership, schools Les auteurs analysent les modes de participation de directrices d'ecole secondaire, lesquels varient d'un contexte a l'autre et changent lentement. Ils ont interviewe des decideuses provenant d'un echantillon choisi a dessein de dix arrondissements scolaires urbains et ruraux en Ontario, en Nouvelle-Ecosse, en Saskatchewan et en Colombie-Britannique. Les donnees furent colligees au moyen d'entrevues telephoniques structurees, le tout complete par l'analyse de documents de politiques et de renseignements statistiques. Leurs conclusions semblent indiquer que les besoins du systeme l'emportent sur les besoins de la personne. Un grand nombre des repondantes contestaient l'idee que le fait d'etre un homme ou une femme exerce une influence sur les methodes de rotation/succession ; elles notaient par contre des differences selon les sexes pour ce qui est du style de leadership, des orientations et des aspirations. Des regles complexes de controle affectent la participation des femmes a titre de directrices d'ecole secondaire. Le sexe affecte clairement la participation des femmes en tant que directrices d'ecole secondaire. Mots cles : genre, leadership, ecoles ********** By the middle of the twentieth century in Canada, as in many other countries, the majority of teachers were women while the majority of school principals were men. There have been proportionately fewer women teaching in Canadian secondary schools as compared to men and even fewer women historically who have been appointed as principals of secondary schools, especially non-religious and/or coeducational schools. For example, in the Toronto Board of Education in 1940, only 4 of the 88 elementary principals were women (4%) and only 2 of 18 secondary principals were women (11%). By 1980, 15 of 105 elementary Toronto principals were women (14%) and 4 of 31 secondary principals were women (13%) (Reynolds, 1995). This historical trend in the participation of women in the principalship shows a modest increase over these 40 years but one could question, as we do in this article, why the rate of change was so slow, what might have been happening in other contexts, and what is the situation today. It is difficult to obtain recent statistics because numbers are often no longer available by gender; many places now combine elementary and secondary schools so that we could not see patterns only for secondary school principalships. Within the Canadian statistics that we could find, we see that across Ontario in 1998, 28 per cent of secondary principals were women and by 2000, that had risen to 44 per cent (Ontario Ministry of Education, 2002-2003). In Nova Scotia, from 1975 to 2000, the percentage of women who were school principals of either elementary or secondary schools hovered around 26 per cent (Nova Scotia Advisory Council on the Status of Women, 2002). In Saskatchewan, between 1985 and 1998, it has hovered around 17 per cent (Saskatchewan Education, 1998), and in British Columbia, while only 12 per cent of elementary and secondary principals were women in 1986, that percentage increased to 27 per cent by 1995 (British Columbia Teachers' Federation, [2006]). …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".