EXPLORING THE DIFFERENCE BETWEEN MEN AND WOMEN IN THEIR LEADERSHIP STYLES IN THE EDUCATION SECTOR
Date
2023-10-27
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Publisher
Saudi Digital Library
Abstract
context of the dissertation Gender equality and representation in leadership positions have gained centre stage in the wider academic and policy landscape as critical aspects in the increasing demands of a changing society. Educational institutions, which are sometimes considered as microcosms of wider society, play a critical part in this development (Wheattle and Commodore, 2019). The gender debate has gained special significance in the context of educational leadership, connecting with current conversations about diversity and inclusion in leadership positions. It is becoming increasingly clear that a diverse and representative leadership body is not only an issue of equality, but also a basic requirement for creating a more egalitarian and forward-thinking educational system (Hannon and Mackay, 2021). Gender differences in educational leadership are highlighted in academic and policy contexts. This topic has emerged as rich ground for investigation and insight, with the quest for inclusive and equitable education at the forefront of educational agendas. The interaction between academic research and government provides a unique opportunity to affect change, question the current status quo, and drive progress towards developing a leadership landscape that reflects society’s actual diversity and sets an example for the future. Personal Reasons for the Research My personal motivation for conducting this research stems from a childhood observation that has left me perpetually intrigued. Growing up, I could not help but observe a recurring pattern: female school principals seemed to receive a far warmer reception from high school students than their male counterparts. While female school leaders usually displayed an approachability that students appreciated, their male colleagues were frequently met with distance or even resentment. This significant disparity begged the question "Does gender truly influence leadership style, and if so, how?" This question has persisted in the back of my mind, fueling my curiosity about the complex interplay between gender and leadership in the educational realm. My own motivation originates from a genuine desire to uncover the secrets underlying these observed dynamics and to contribute to a future in which leadership is characterised not by gender, but by the qualities and approaches that inspire and resonate with those who are led. Throughout the research, we intend to present insights that go beyond typical gender roles and provide a more thorough knowledge of leadership dynamics in UK high schools.
Description
This dissertation investigates gender-based leadership disparities within the education sector, aiming to uncover the correlations between contemporary leadership styles and gender in educational contexts. The research focuses on the preferences of male and female school leaders in terms of leadership styles, staff engagement, decision-making processes, motivating and inspiring styles, and preferred leadership attributes. To achieve these objectives, a qualitative research approach is employed, involving the administration of online surveys to gather the perspectives of twenty actively engaged school heads. The survey is designed to explore various facets of leadership preferences and practices, particularly in relation to gender. The findings of this research reveal distinct gender-based disparities in educational leadership. Female school leaders predominantly favour participatory and collaborative leadership styles, emphasizing their preference for inclusive and consensus-driven approaches. In contrast, male school leaders exhibit a more diverse range of leadership styles, including participatory, collaborative, authoritative, and pacesetting approaches. This suggests that men in leadership positions are more versatile in their leadership practices. Further analysis demonstrates notable differences in staff engagement and decision-making processes. Female school leaders consistently involve their staff in decision-making processes, while male school leaders employ a more varied approach, engaging staff members rarely, occasionally, and frequently. Similarly, when it comes to motivating and inspiring teaching staff, male school leaders exhibit a broader range of preferences, showcasing gender differences in motivating and inspiring styles. Lastly, in terms of preferred leadership attributes, most female school leaders emphasize qualities related to empathy, collaboration, and openness to new ideas, while male school leaders display a more diversified range of preferences, indicating differing perspectives on essential leadership qualities. In conclusion, this dissertation highlights the necessity of gender-aware leadership development programs tailored to address the identified differences in leadership styles and preferences within the education sector. Encouraging male school leaders to adopt more inclusive and collaborative decision-making processes and motivating approaches can promote greater fairness and success in educational leadership. Conversely, promoting empathy and openness among male school leaders and enhancing confidence and expertise among female school leaders could lead to more balanced and effective leadership practices
Keywords
Transformations in educational leadership and management, The Gender Lens on Leadership in Education, conclusion