EXPLORING THE DIFFERENCE BETWEEN MEN AND WOMEN IN THEIR LEADERSHIP STYLES IN THE EDUCATION SECTOR

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.