Women and Educational Leadership: Exploring the Experiences of Current and Aspiring Female Educational Administrators
Bibliographic record
Abstract
The increasing number of women participating in the paid workforce has been one of the dominant social trends in Canada over the last half century. While women have made tremendous strides in labour participation, the proportion of women in top-tier educational leadership positions remains a concern. The purpose of this mixed- methods research study is to explore the experiences of current and aspiring female educational administrators, utilizing a feminist theoretical perspective. This study explores the experiences of ten female educators: six aspiring female educational administrators and four current educational administrators, drawn from a local school board in Southwestern Ontario. Results of the semi-structured interviews and supplemental Likert-scale survey indicate four key themes influenced by gender relations, in the participants' experiences: (1) Intersection of Work and Family; (2) Mentoring Opportunities and Access to Resources; (3) Women's Work Relationships; and (4) Gender Politics. By drawing attention to the gendered experiences women encounter while pursuing and maintaining educational leadership positions, this study helps pave the way forward for teachers, administrators, policy makers and others interested in bringing about the aims of gender justice.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".