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This paper presents an analysis of the ecological and psychological transitions women undergo as they consider leaving the classroom for an administrative position. The report focuses on the perceptions and aspirations of women teachers who have decided to pursue positional leadership and who anticipate a career move within 2 years. For the study, 11 women who were enrolled in educational administration preparation programs participated. Data were gathered through semistructured interviews, through the analysis of journals the women kept, and through notes from their paired conversations. During the axial stage of coding three dominant themes emerged from the data: (1) the women were grounded in the necessity for affiliation; (2) the women were other-centered and prioritized the moral responsibility for the care of the relationships in their lives; and (3) the women were on a mission of service. It was concluded that the women were on a beliefs-centered mission of service bolstered by their affinity for affiliation and enabled by their responsibility for, and their accommodation of, others' needs. The findings can inform educational organizations. (Contains 24 references.) (RJM)

Descriptors: Beginning Principals, Education Courses, Educational Administration, Elementary Secondary Education, Females, Gender Issues, Leadership Styles, Schools of Education, Self Concept

Autor: Hackney, Catherine Eggleston; Hogard, Elaine

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7687&id=ED425525

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