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.
|Commitee:||Malloy, Courtney, Ott, Maria|
|School:||University of Southern California|
|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|
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