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 language | English |
---|---|
Pages (from-to) | 417-434 |
Number of pages | 18 |
Journal | School Leadership and Management |
Volume | 38 |
Issue number | 4 |
Early online date | 28 Jan 2018 |
DOIs | |
State | Published - 8 Aug 2018 |
Bibliographical note
Publisher Copyright:© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- Gender differences
- instructional leadership
- leadership
- principals