| Summary: | Thesis (M.Ed.)--Memorial University of Newfoundland, 1976. Education Bibliography: leaves 145-148 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 experience. 8. For women teachers and women principals, career breaks and maternity leaves are not significantly related to professional status, nor are family size and professional work load. 9. Women principals feel very strongly that women are capable administrators, that discipline is the least real barrier, and that more effort should come from women themselves as well as from the 'system' to make administration more accessible to women. Discrimination is fairly high on the list of reasons for the low profile of women in educational administration. 10. While Jay women are confined to small schools teaching lower grades, women of religious orders have acquired status more equivalent to that of their male colleagues signifying that opportunity is an important factor to women proving their ability to administer schools of all sizes and all grades. Follow-up studies might be extended to, include the sexist discrimination in the schools and, to include internal barriers to achievement in women themselves.
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