Marianne Coleman

Women – better leaders than men? In general and educational management it still “all depends”

The growing impact of women in the workforce has kept the leadership style of women on the research agenda. Reviews some of the current thinking on women and leadership, drawing on general and educational management literature. Particular attention is paid to management in education because of: the continued pressure on the higher educational sector generally to be publicly accountable that indicates a specific need for effective leadership; the fact that at the school level, leadership is a central theme in the literature on organizational improvement and educational reform; and education is a field numerically dominated by women, yet despite some evidence of a growing willingness of women to take up leadership positions in the field, educational leadership is still a male preserve. Concludes with a synopsis of some of the factors that may account for differences in leadership style.

Professional Development for Heads: The Role of Mentoring.

Mentoring is an important mode of professional development in many countries. It involves an experienced colleague supporting the development of a new principal. Reports the findings of one aspect of a major national research project on mentoring and teacher education in England and Wales. Considers the nature and purpose of mentoring and examines the “match” between mentor and the new headteacher. Reports on the benefits of mentoring for new principals, mentors and the educational system, and discusses certain limitations of this approach to professional development. Presents several conceptual models of the mentor relationship and reports that the dominant normative conception is that of peer support. Concludes that mentoring is valuable in supporting principals as they adapt to their new role but it may lack the rigour to be a really effective mode of professional development.

The female secondary headteacher in England and Wales: leadership and management styles

This paper reports on data relating to management and leadership derived from a survey of all the female headteachers in England and Wales. The quantitative data presented here are complementary to previous research on gender in education which has tended to be qualitative. The use of the Gray paradigms in the research instrument has allowed an empirical redefinition of the feminine style of management, but the research confirms that the majority of the female heads use a collaborative and people-oriented style of management. In addition, the key values promoted by the headteachers are related to achievement and respect for all.The headteachers generally make themselves available to staff and spend a considerable proportion of their time in school outside their office. They tend to encourage staff development, often through individual consultation, but only a minority make special provision for the development of female teachers. Male resentment of female leadershipwas found to be relatively prevalent and the majority of the women felt they had to prove their worth as a woman manager. Despite the difficulties encountered, once the women had achieved headship, they were aware that there were advantages in being a woman headteacher. They reported the ability to defuse macho behaviour, the benefits of being unusual and therefore singled out and the fact that girls, mothers and female teachers found them approachable. The relative disproportion of female secondary headteachers raises issues of equity. However, in view of the effective management style of the majority, the question is also raised of the potential loss of leadership to our schools.

The Management Stle of Female Headteachers

Women are highly under-represented amongst senior managers in education in the UK. The stereotype of the leader as male perpetuates this situation. This study sought to build upon the links which are now being made between `feminine styles and effective management. Five female headteachers of mixed secondary schools in one shire county in the UK were interviewed and asked to identify their characteristics as leaders and managers. The picture that emerged was of an `androgynous leader, able to draw upon a range of qualities. The success of the female headteacher was seen by those who were the subjects of this research to some extent to be due to the possession of qualities similar to the traditional male leader but they were also able to identify ways in which being a woman was helpful.

Leadership Stereotypes and Styles of Female Singaporean Principals

Abstract This paper investigates how a sample of female Singaporean secondary school principals perceived their leadership styles and compares their responses to a similar study carried out recently of female English head teachers. The education systems of England and Singapore are quite different. The English environment allows schools significant autonomy in personnel management and the majority of head teachers and senior managers are male. In contrast, the Singaporean educational environment is quite centralized, including the management of career paths, and the proportion of female senior managers is much higher. Interviews were conducted with 11 female Singaporean principals to identify their styles of management, leadership perspectives, and attitudes. The discussion first focuses on whether or not the styles of the principals in relation to ‘masculine’ or feminine’ stereotypes of leadership were similar to those of the English head teachers. Further comparison is made of the leadership attributes ...

The growing importance of research at academic colleges of education in Israel

Since 1979 colleges of education in Israel have been re‐conceptualized as academic institutions. The reform includes professional advancement of teacher educators through the creation of four academic ranks. One of the criteria for moving up the hierarchy from one position to the next is engagement in research activity. What benefits can be derived from the growing involvement in research and how can it impact on the individual and the institution? Responses to a questionnaire administered in one college of education indicate that there is agreement among teacher educators that research work can contribute to their need for professional growth and self‐actualization and can contribute to their teaching. However, they agree that research work does not contribute to the development of leadership skills and, although teacher educators are partially ranked for promotion through their research activity, there does not seem to be any increased involvement in the decision‐making processes at the college.

Induction and Mentoring of Beginning Researchers at Academic Colleges of Education in Israel

Since 1997, as part of an effort to upgrade the role of teacher educators, a reform for professional advancement was introduced. Research and scholarship forms one of the criteria to move from one career position to the next. The change in culture and the growing importance of research, as part of the role of teacher educators at colleges of education in Israel, has necessitated the introduction of induction and mentoring for beginning researchers. This paper will investigate: who wants to be involved in research and why? How is the induction and mentoring done and by whom? How are they affecting individuals and the institution? The research methods included: a participatory observation of a year-long course in research methods for faculty, in addition to participation in a year-long individual guidance from the research unit and unstructured interviews with 20 teacher educators, all in one institution. From the findings it can be concluded that reasons for teacher educators wanting to be involved in research are numerous. The young and ambitious are looking for extrinsic rewards: additional pay, a doctoral degree and promotion. Others view research work as an activity that can contribute to their professional growth and self-actualisation. They look for intrinsic rewards such as esteem, need for affiliation, relatedness and job autonomy. Teacher educators, towards the end of their career, may be more concerned with passing on their life experience through research, and look for professional affiliation and relatedness. The induction process involved a central induction programme, or it was possible to obtain individual guidance from another officially designated mentor from the research unit. The different groups of participants went through some of the stages of induction. Some were exposed to the research culture, some achieved a level of competence by writing research proposals and conducting research and some went through a whole socialisation process, which enables them to function effectively in the research community, including the presentation of papers in conferences and for publication. A transition was made from an induction group being led by an expert (mentor) to a group providing peer support. Thus the course provided a practical support framework that helped the participants absorb some of the institutions research culture.

The Influence of Research on Career Development at Academic Colleges of Education in Israel

A questionnaire and interviews involving 20 faculty members were administered in a Colleges School of Education faculty in Israel. Ninety-six responses were received. Several groups could be identified within this population. The young and ambitious (35%) seemed to be involved in research for extrinsic rewards: additional pay, Ph.D. or promotion, and are at the advancement or maintenance stage of their career. They use research to advance their careers but do not consider that research as helpful for their inclusion in decision-making processes at the College (Schein, 1971). A second group are teacher educators, towards the end of their career (45%), who view research as an activity that can contribute to their professional growth and self-actualization. They tend to look for intrinsic rewards such as esteem, need for affiliation, relatedness and job autonomy. They are at the withdrawal stage of their career, and use research to remain stars or solid citizens (Hall, 1976), and to slow down their decline. Finally, about 20% of the respondents are not tenured, probably are at the establishment stage of their career, and hope that engagement in research will improve their chances of obtaining tenure.

Managing Grant Maintained Primary Schools

monopoly of maintained schooling’.. The grant maintained {GM) programme was directed largely at the secondary sector. The ERA allowed all secondary schools to apply for GM status but only large primary schools, ivith more than 300 pupils, ivere eligible. Significantly, however, the legislation gave the Secretary of State power to modify or abolish this provision. The restriction was lifted by John McGregor at the 1990 Conservative Party conference, despite uncertainties about the vability of small GM schools (Fitz and Halpin,1991 ) . Opting out has attracted much more interest

Bankfield School: managing a community grant‐maintained school

Abstract This article summarises the issues which have arisen in one grant‐maintained school as it attempts to respond to the needs of its highly supportive community. Saved from closure by opting out, Bankfield School is managed by a governing body for whom community education is a fundamental principle, and a Head and staff with a strong commitment to local needs. Problems might arise in the future from pressure for admission for out‐of‐area pupils, from tensions consequent upon the joint use and funding of facilities used by the community, and from possible interference in curriculum management by governors. The issue of accountability, and the achievement of complementary, and not competing, demands upon the school also require some special management awareness. Because the precepts of effective community education are recognised it would seem that the balance between school and community is being achieved to the mutual benefit of both.