Gender differences in instructional leadership: how male and female principals perform their instructional leadership role

Haim Shaked, Jeffrey Glanz, Zehavit Gross

Research output: Contribution to journalArticlepeer-review

19 Scopus citations

Abstract

The current qualitative study sought to examine how male and female principals enact their instructional leadership. Data were collected through 59 semi-structured interviews with 36 female principals and 23 male principals from Israel, and analysed in a four-stage process–condensing, coding, categorising, and theorising. Findings presented two main differences between male and female principals’ instructional leadership: (a) the source of authority nurturing their instructional leadership; and (b) the integration of instructional leadership with principal-teacher relationships. Gender theories were employed to explain these findings and further research possibilities in this realm are discussed.

Original languageEnglish
Pages (from-to)417-434
Number of pages18
JournalSchool Leadership and Management
Volume38
Issue number4
Early online date28 Jan 2018
DOIs
StatePublished - 8 Aug 2018

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Gender differences
  • instructional leadership
  • leadership
  • principals

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