Dissertation/Thesis Abstract

Building the leadership capacity of women in K-12 education: Successful strategies that create the next generation of women school and district leaders
by Finneran, Clara A., Ed.D., University of Southern California, 2016, 147; 10235549
Abstract (Summary)

Increased demands, retirement rates, and attrition rates have caused a growing instability in the quantity and quality of education leaders, thereby mandating leadership capacity-building efforts. While women are nearly 75% of the teaching force, they are markedly absent from the education leadership picture, especially at the secondary principal and superintendent level. Few studies related to women in education leadership have assessed specific practices that have been attempted to increase the numbers of women education leaders. The purpose of this study is to examine how a district in southern California works to build the next generation of women school and district leaders. Specifically, it investigates the strategies employed by the district, explores perceptions of district stakeholders, especially women, regarding the influence of the leadership capacity-building strategies, and identifies factors that facilitate and inhibit these strategies. Transformational leadership and social role theory serve as the theoretical framework for the study. A combination of interviews, observations, and document analysis are utilized in the qualitative case study methodology.

Indexing (document details)
Advisor: Stowe, Kathy
Commitee: Malloy, Courtney, Ott, Maria
School: University of Southern California
Department: Education(Leadership)
School Location: United States -- California
Source: DAI-A 78/07(E), Dissertation Abstracts International
Subjects: Educational leadership, Womens studies, School administration
Keywords: Capacity building, Mentoring, Transformational leadership, Women leaders
Publication Number: 10235549
ISBN: 978-1-369-47415-2
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