The status of women in educational administration : a comparative analysis of variables by sex and by rank

• Main Author: Gosse, Stella-Marie Rideout
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1975
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/869/; https://research.library.mun.ca/869/1/Gosse_Stella-Marie.pdf; https://research.library.mun.ca/869/3/Gosse_Stella-Marie.pdf

A profile of women in educational administration was drawn from among the total population of teachers in Newfoundland-and Labrador (1973-74) and set against a status profile of the male administrators in the province. Categorization by denominational systems in this preliminary survey, resulted in the selection of the largest denominational system for an in depth study. -- This problematic probe, conducted through questionnaires and interviews, consisted of a comparison of women principals with men principals and women teachers with women principals in an effort to determine what .barriers, if any, contributed to there being no more than 44 female principals administering 407 schools of more than one classroom. Also questioned were school board superintendents and male teachers. Frequency tabulations, percentages, and statistical testing were included in the processing and analysis, of data, along with summaries of both free-response answers and interview recordings. -- The following conclusions are based on the findings of this study: 1. Women teachers are not sufficiently competitive. 2. Women principals trail their male colleagues in certificate grade-qualifications. 3. Generally, women obtain principalship status as a result of many years of teaching which is eventually recognized by their school boards. 4. Boards generally prefer women only for primary schools. Males are preferred to a greater extent for high schools, both for teaching and for administration. 5. Women are not preferred as principals by teachers to the extent that males are, but they are preferred to a greater extent by teachers who have worked with female administrators. 6. Superintendents, principals and teachers agree that there are fewer women principals simply because women do not wish to become principals. This is seen as the effects of traditional practices which lead to a conditioning of acceptance of the social order. Women teachers compare favorably with women principals on all relevant characteristics except years, of teaching ...