The female principals role is diverse,
fragmented, and involves numerous decisions daily. It is important
for women to be able to identify and evaluate their own personal
characteristics.
Leadership has been the central focus of research
in the field of educational administration. Most studies have largely
been based on the experiences of white males (Blackmore, 1989; Capper,
1993; Glazer, 1991) in the field of school administration. Historically,
leadership roles have been held by men (Capper, 1993; Sloan, 1999).
Because of this social attitude, women have been reluctant to pursue
educational, administrative leadership positions (Epp, 1993).
As of the mid-1990s, women comprised
50% of the workforce. Women held 13% of management positions, and
held only 7% of executive positions (Hagberg, 1998). In the areas
of school administration, men outnumber women four to one at the
administrative level (Lynch, 1990). "In the years between 1928
and 1984, the number of women principals continually dropped from
55 % to 18%" (Lynch, 1990, p. 336). These data mirror the drop
in the representation of women throughout the educational administration
field (Capper, 1993; Sloan 1999). While a recent survey of school
superintendents indicated that the number of women at all levels
of school administration is slowly increasing; women's representation
in school administration is far from being proportionate to their
numbers in education (Hagberg, 1998; Sloan, 1999). Sloan (1999)
reported that the number of Australian female principals have increased
from 15.3% in 1991 to 29.5% in 1999. The Australian Department of
Education Secretary, Geoff Spring, has increased efforts to train
and promote female teachers to administrative positions (Sloan,
1999). At a 1998 conference, Spring said, "Women make up almost
70% of the workforce in school education, are highly qualified and
achieving increasing success as they seek and obtain formal leadership
roles." He stressed the importance of pride and personal achievement
of women in leadership roles but noted, "There is considerable
distance to be traveled before women are present in leadership roles
in the same ratio as in the education workforce" (Spring, 1998).
A special leadership program has been designed for aspiring women
educational leaders in Australia to help close the gap (Sloan, 1999).
All women experience barriers. When Black
women enter educational administration, there are internal and external
barriers to overcome (Gregory, 1999). Gregory (1999) stated that
internal barriers are based on both perceptions of one's capability
to work in a leadership role, and personal leadership styles. External
barriers are described as barriers that an individual has no control
over. External barriers might include lack of resources and not
being included in collaborative projects. Also, many black women
have reported feelings of isolation (Gregory, 1999).
Role of the Principal
In the 21st century, the principal's role
will be different from principals of other generations (Blackmore,
1989; Calabrese, 1996; Gorton, 1993). The 21st century principals
will face different problems and concerns. These problems will be
more complex and involve outside variables (Calabrese, 1996). These
problems will require a different way of thinking and a different
way of solving problems. Principals will need to examine their decision-making
patterns. The changing demographics of students and parents will
increase the need for flexibility. The continued restrictions in
funding are a paramount concern for principals. The pressure and
demands for higher academic performance will require increased need
for action. Increased community intolerance for discipline problems
in schools will push for principals to develop new and innovative
ways to decrease discipline problems (Blackmore, 1989; Calabrese,
1996). Other changes include: increased demands of alternative forms
of education and increased demands for immediate answers and solutions.
Principals will be expected to meet these demands and be expected
to problem solve on demand. Principals that can meet community expectations
will be recognized as leaders (Calabrese, 1996). To meet these expectations
principals must clearly understand their role within the organization,
their character and attributes, areas that need improvement, areas
that build success, and their personal characteristics.
Organizational Role
Organizations need effective leaders to meet
daily challenges. "Most administrators recognize that providing
leadership is a major expectation for their role" (Gorton,
1993, p. 67). Cowley (1928) stated, "The leader is the one
who succeeds in getting others to follow him" (p. 145). Lipham
(1964) made important contributions to the literature on leadership.
He made the distinction between the administrator as "the individual
who utilizes existing structures or procedures to achieve an organizational
goal or objective" (p. 119). Lipham viewed the administrator
as the stabilizing force in the organization.
Character and Attributes
What is character? Freeman (1996) described
character "In the home, it is kindness; in business, it is
honesty; in society, it is courtesy; in work, it is thoroughness;
in play, it is fairness" (p. 5). According to Lynch (1990),
there are three critical attributes that women in administration
should possess. The first is the "degree of compatibility"
between the demands of the position and her career objective. A
female principal should be intelligent and capable of performing
duties that the position requires. A woman's perception of herself
is a direct link to her success. (Lynch, 1990). Most women are able
to successfully manage this role of administration effectively,
and experience success, because they are able to manage the demands
of their career and stay on task with career objectives (Marshall,
1999).
According to Lynch (1990), a second attribute
that a successful administrator should have is the ability to successfully
negotiate barriers. This includes structural barriers and the informal
filtering system that organizations use to test and train aspiring
principals. This system controls upward mobility. Some women are
able to negotiate barriers more successfully than others. The third
attribute is being able to "fit" in the organization.
The successful administrator should be a good communicator and be
able to assess the needs of an organization. Because organizational
cultures vary, the ideal administrator may differ in different schools
or school districts (Lynch 1990).
The Hagberg Consulting Group (1998) research
concluded that women are significantly better leaders, outpacing
men in several areas. The areas, or characteristics, that female
leaders model are: being able to create and articulate a clear vision;
goal setting and setting clear direction; being able to take charge
in difficult situations; being inspirational role models; setting
high performance standards; and being able to assume responsibilities.
The report noted that women's style may be better suited to the
leadership challenges of the 90's "because women are better
communicators, have better social skills, put success of the team
first, use influence skills rather than authority, and are better
team players" (Hagberg, 1998, p. 2). According to the study,
women may be better at managing a diverse workforce because of less
traditional values, and are more tolerant of differences and less
bonded by social traditions. In the area of motivating, research
supports that women are better at motivating others and are more
likely to show appreciation for the efforts of others, more expressive
of their feeling and thoughts, and more enthusiastic. The research
further concluded that females in leadership positions often have
better management skills than men and are more motivating and inspirational
(Hagberg, 1998).
Areas of Improvement
The Hagberg consulting group offered areas
that women need to improve. The areas of improvement include: start
taking risks, let go of details, develop and motivate staff, lead
by example, and stop rescuing and mothering. The consulting group
concluded that women need to improve the most in the area of rescuing
and mothering (Hackney, 1999; Hagberg, 1998; Shepard, 1998). Women
who seek to help and try to fix every problem are often perceived
as too soft. "Women leaders who value relationships and are
relaxed in their leading, are often perceived as too soft, indecisive,
weak, and incompetent" (Hackney, 1999, p. 2). Women are still
perceived as displaying emotion and being emotional in the work
place (Shepard, 1998; Hackney, 1999). Women who exhibit professionalism
and intensity are often seen as too cold, too distant, and as a
perfectionist (Hackney, 1999; Marcano 1997). These perceptions may,
or may not be true. "Perception is reality to the person who
is doing the perceiving" (Shepard, 1998, p. 1). This perception
may not be the true but is the perception of others.
Areas That Build Success
Women must be conscious of what is perceived
by others and develop strategies that are proactive in building
success. Wesson (1998) offered tips for aspiring administrators.
The first is to "know yourself", which is the most important
ingredient for success (Marcano 1997). Marcano (1997) described
this as "know thyself" and further stated that it is important
to be honest and objective when evaluating your strengths and abilities,
as well as your goals. Continual self-assessment is the key to longevity
in administration. The second, "be prepared". Some Hispanic
women reported that they must prove themselves twice, first because
they are females and second because they are Hispanic (Marcano,
1997). Continual professional growth and work experience are an
important part of success in educational administration. Be selective
when choosing preparation programs, set realistic goals for yourself
and others, and seek work experiences that will enable you to be
prepared for leadership positions. The next tip is, "analyze
and strategize." Administrators make career moves that will
maximize your potential for achieving your personal goals. Make
career decisions based on your own personal vision. A successful
administrator is able to turn "negative work experiences"
into positive ones. Negative experiences can provide useful learning
experiences (Marcano, 1997). Administration should be informed of
"critical factors affecting advancement." These factors
consist of structural barriers, role compatibility, and organizational
fit. Structural barriers are being at the right place at the right
time. Role compatibility is fitting the needs of the organization
with the right person. Organizational fit is how a person personally
fits the structure of the organization. The researcher writes that
administrators should be "affiliate." Join professional
organizations that will keep you abreast of the times. "Share
goals" and be supportive of others within the organization. When
this is achieved, a win-win situation is established and relationships
will grow. Relationships can share common goals, teachers will be
empowered, and professional networks will form. "Find a mentor
and be a mentor." Find an administrator that you respect and
emulate their good qualities. As an administrator learns from the
mentoring experiences, their personal growth will be enhanced (Duvall,
1980; Marcano 1997; Wesson, 1998). An administrator can grow by
being a mentor to someone else. A final tip offered is "networking."
It is the process of developing and using contacts for information,
advice, and support (Duvall, 1980). The relationship and contacts
are very useful in accomplishing goals (Wesson, 1998).
Personal Characteristics
Fennell (1999) interviewed six women principals
and focused on their perception of leadership. The results revealed
some personal characteristics of female leaders. One leader believed
that leaders need to have a clear sense of their own vision and
beliefs. She stated that a leader's job is to monitor to ensure
that the vision of the organization is being carried out. She also
commented that modeling is absolutely crucial. This administrator
also believed that leadership is based on two words, "pressure
and support" (Fennell, 1999, p. 267).
Another leader interviewed in Fennell study
was the youngest and least experienced of the six principals interviewed.
She commented that "Leadership is the power to influence people
to move in a direction that you believe in your heart is a good
direction for most people" (Fennell, 1999, p. 269). Further
she stated, a good leader should be a good listener and have good
interpersonal skills. She repeatedly emphasized her belief in the
importance of valuing working relationships (Fennell, 1999; Marcano,
1997). If coworkers do not feel valued, they will not open up and
talk to you when they have an idea or problem. She felt that her
biggest strength as a leader was the ability to establish rapport
easily and build lasting relationships with staff.
The most experienced administrator interviewed
in this study focused on relationships and showing staff that you
care. Sensitivity is the key to aid in the problem-solving process
among staff. She believed that teachers should be good problem solvers
and should empower students to make good decisions.
Another principal that was interviewed who
had been a principal for four years believed in being a good listener
and a friend. She described herself as being a hard worker with
a full agenda. She had set many personal goals for herself and goals
for her students and staff.
A principal for eight years focused on sharing
a common vision and having dreams. She believed that it is important
for a leader to be generally liked but most importantly to be seen
as a fair and honest person. Women were driven by a desire to build
a since of school pride and spirit in their community (Hackney,
1999; Fennell, 1999).
Another believed that her most import role
as principal and leader was to support teachers and help them when
they need support. She viewed her role as a supporter in the staffs
professional and personal life. She noted that she is a good delegator
and knows how to pull everyone together and to work together for
the common good of everyone involved (Hackney, 1999; Fennell, 1999).
Several conclusions were drawn from this
study. A school administration should have good interpersonal and
listening skills. One subject felt that communication was number
one. Building relationships and caring for others were defined as
characteristics of successful administrators. Principals were other-centered
(Fennell, 1999; Hackney, 1999). They prioritized relationship in
their lives and their moral responsibilities. Attention from the
principals individual need for admiration is transferred to
consideration of others needs (Hackney, 1999). Problem solving
was a common theme discussed by Fennell (1999).
Another study that focused on female Hispanic
principals reported that accurate self-assessment is a personal
characteristic that is crucial to a leaders success (Marcano, 1997).
Marcanos (1997) research findings included that it is also
important to know your personal strengths and to be able to verbalize
your beliefs. Some Hispanic women are unable to explain or verbalize
their personal strengths. These women might be misinterpreted as
lacking self-esteem by the educational community (Marcano, 1997).
Significance
The significance of my study is to increase
awareness of the characteristics and attributes of female public
school principals. My study was designed to identify the personal
characteristics of female public school principals interviewed.
Characteristics identified will be based on principal's personal
perceptions of their attributes and personal characteristics. Additionally,
the study discovered how and to what extent female principals perceive
the impact of these influences on their personal success. Subjects
have benefited by gaining insight and being able to verbalize their
personal insights about their characteristics as a leader.
Purpose
The purpose in my study was threefold: (a)
to identify the characteristics and attributes of female public
school principals; (b) to develop a greater understanding of female
principals characteristics, attributes, and attitudes; and (c) to
demonstrate that personal characteristics are similar across cultural
and ethnic boundaries. The study may provide insight to aspiring
female principals and to superintendents when hiring prospective
female principals. It is important for women to be aware of the
positive characteristics of female principals as they seek positions
in educational administration. Awareness would provide women the
opportunity to evaluate their personal characteristics and compare
them to females that are presently in leadership roles.
Design
I used a qualitative research method to examine
personal characteristics of nine female public school principals.
The research questions addressed in this research was what were
the personal characteristics and attributes of female public school
principals; and what did they attribute to their success? A semistructured
interview was developed and included twenty-four questions that
were designed to answer the research questions. Qualitative analysis
of the eight interviews involved identifying codes and themes generated
by participants and the comparison of these themes with the existing
literature.
Methodology
The primary goal of this study was to add
to the body of knowledge by focusing on female public school principals.
The study is based on nine interviews (n=9). The research questions
were designed to collect information for comparative analysis and
to develop common themes.
Participants
The participants in this study represented
a "purposeful rather than random" sample (Miles &
Huberman, 1984, p. 86). Nine female public school principals were
selected using the following criteria: (a) race; (b) gender; and
(c) occupation. My goal was to obtain participation of females who
work as public school principals. Two of the female principals interviewed
were Costa Rican, two Mexican American, two African American, two
White, and one Australian. Experience as building level principal
ranged from first year to eight years experience. Participants ranged
in age from 36 to 53 years.
Procedure
Data Collection
In this study, 24 open-ended questions were
asked in each interview with the nine principals. The interview
questions consisted of twenty-four structured questions. Each interview
lasted approximately forty minutes. At the end of the interview,
the interviewees were given the opportunity to share personal information
that would benefit the study.
Research was conducted according to the ethical
principles of the American Psychological Association (1996). Prior
to the interviews, a human subject form was submitted and approved
by the Committee for the Protection of Human Subjects. Participants
signed a form indicating their consent to participate in an audiotaped
interview. The interview was audiotaped and transcribed by the researcher.
Participants were further informed through a written letter that
excerpts from their interview could be published in an anonymous
format. Participants were assured that all information would be
confidential. Finally, the participants were free to stop the interview
and withdraw from the study at any time.
The interview protocol was pilot tested on
three female public school principals, their data was not included
as part of the analysis. Following the pilot interview, I talked
with the three participants and reviewed the interview questions.
As a result of the review, I totally removed one of the original
questions and restated several other questions. Examples of interview
questions in the final protocol include: (a) What are you personal
characteristics? (b) How do you personally measure success? (c)
What do you attribute to your success? (d) What inner strengths
do you pull from in a difficult situation?
Data Analysis
Interviews were audiotaped and transcribed
verbatim by the researcher and rechecked for accuracy. I listened
to the tapes while simultaneously reading the written transcription.
A translator assisted me with transcribing the interviews that were
in Spanish. I listened to the participant's responses, took handwritten
notes, and recorded the interview. Most of the principals
interviews were conducted in their home or campus. The only exceptions
were two of the interviews that were completed via electronic mail.
Principals were asked questions about their personal history, personal
character, and personal feelings about success.
Interviews were transcribed and analyzed
based on commonalties. Analytic conclusions can be formulated by
coding then categorizing similar ideas or statements of experiences
from data. Analysis of the data involved a systematic process of
collecting it, organizing it, dividing it into manageable units,
synthesizing it, searching for patterns, and determining what was
important and what should be reported (Bogdan & Biklen, 1998).
Validity
Cross checking information and conclusion
through several procedures and sources were utilized in my study
(Johnson, 1999). Multi-data source was used based on ethnicity and
location. Low inference descriptors that were used in the research
included direct quotes and field notes (Johnson, 1999).
Findings
Identified Characteristics
Many themes emerged from the interviews with
the female public school principals. However, there were five personal
characteristics that were identified and are highly significant.
Participants identified the following significant characteristics:
driven to achieve (n=9), spiritual (n=9), involved in professional
organizations (n=9). Out of the participants, five felt it important
to be community leaders (n=5). The five female principals that were
included in this theme were two White, one Mexican American, one
Costa Rican, and one Australian. Also, five felt it necessary to
value personal relationship (n=5). The five female principals that
were included in this theme were two White, two Mexican American,
and one Australian.
Qualitative Results
I identified a total of forty themes in the
transcripts. A total of five themes emerged as noteworthy appearing
in at least five transcripts. These themes are reported in summary
form. The five emerging themes were: driven to achieve, spiritual,
community leaders, involved in professional organizations, and community
leaders.
Driven to Achieve
All participants interviewed mentioned that
they set goals, and were driven by an inner voice to achieve their
personal goals. This data mirrors research introduced in the review
of literature. Accomplishing goals (Wesson, 1998) and sharing goals
and visions (Duvall, 1980; Marcano, 1997) establishes a direct link
to previous research. Data indicated that all nine female public
school principals interviewed had a passion in their work. Excerpts
demonstrating this theme are listed below:
I believe a typical American woman is a woman
who wants it all. Who wants to be mom, be a provider, half of the
provider. Because I believe that as an American woman that we provide,
and then we meet goals with another half which is the male species.
And then we work hard, we want to be mom, we want to be provider,
we want to be executives or administrators. We want to be in charge
and be able to juggle the schedule. I think that is the American
woman, juggling all the time, American educator, American woman.
(December, 2000)
Aspiring administrators make career moves
that will maximize their potential for achieving personal goals
(Marcano, 1997). Another woman interviewed who was hired as a principal
within the last year describes how she personally set goals in her
life. Personally, she focused on setting goals without time limits
but, professionally goals had time constraints and action plans.
The following excerpt describes her goal setting technique:
A goal that has been met and I have set goals
in my life. I never put years in it. I never put time into it, but
I do say that this is what I want done-someday or this is what Im
going to have done-someday. The most recent being here in this role.
I'm a go-getter. I'm eager. I am very hyper, without coffee or any
other stimulants like that. (December 2000)
Another principal emphasized the fact that
she was willing to take risks to accomplish goals that she has set
for herself and for her school. She describes herself as hard worker
and unafraid to ask tough questions. The following excerpt describes
this characteristic:
I am a perfectionist, very driven to excel
and win. I am a risk taker who is not intimidated to ask questions
or deal with hard issues· I am a hard worker who does not quit until
the job is done. (December 2000)
Hard work is a theme that is prevalent throughout
many of the interviews. This principal best describes how women
sometimes feel when compared with males within the organization
(Hagberg, 1998). The following excerpt is a personal perspective
describing this characteristic:
We work hard. We work hard to prove ourselves,
especially in a male-dominated workforce, it is hard to prove yourself.
In education, however, the women have been the dominant figures,
however, only in the classrooms. We (women) struggle and we work
hard. (July, 1999)
Spiritual
One participant remembers a childhood experience
that inspired her to make changes in her life. She did not want
to be a statistic in her community. Her belief in God gave her strength
to help her make it through difficult situations. Hagberg (1998)
described women as being more motivating and inspirational than
men. When asked what got her through difficult situations, she replied:
I think faith, and the belief that I am not
going to be a statistic. I was reared in a very low impoverisheded
area and I remember thinking, and smelling the septic tanks, and
thinking, "I dont want to live like this all my life."
My parents tried, I dont blame them. It was the only thing
that they knew but I also attribute it to my parents because they
did not have, and wanted to make sure we had. Their goal was for
us to at least graduate from high school and not be pregnant, and
that would suffice. After that they really didn't care much what
we did. They were elated to know that both my sister and I went
on to college. But again I was not going to be just another Mexican-American,
straight-haired, person who grew up to be pregnant and barefoot.
I saw that going on and that was not going to be me. Also, I believe
that religion played a lot into it. My parents were very, very committed
to the church and, thus, we were too as girls. We were there every
Sunday, every Wednesday. (December, 2000)
I was not surprised that faith in God was
a factor that was mentioned by all the principals interviewed. It
was their faith that helped them through difficult situations and
their belief that things would get better and that encouraged them
during trying times. The following excerpt describes this belief:
My faith in God sustains me through my most
difficult moments in life and in my work. I take each day as it
is given to me and refuse to let a bad situation ruin it for me,
or others. I am forever the optimist and I look for the good in
all. (December, 2000)
Involved in Professional Organizations
Literature supported the fact that networking
with other professionals was an attribute of a successful female
principal (Duvall, 1980; Hackney, 1999; Marcano 1997; Wesson, 1980).
Every principal interviewed was a member of several professional
organizations. Networking was an important characteristic that was
identified by the principals interviewed. Professional growth and
affiliation with profession organizations were important to the
principals interviewed. Members of professional organizations can
bond together to have a greater voice in legislation. Principals
valued profession collaboration and professional dialogue. One principal
reports:
I'm a member of TEPSA, Elementary Principals
Supervisors Association. Im also a member of most recently
with the Texas Music Educators' Association. But those are the only
organizations that I affiliate with. I attend seminars and workshops
of other organizations but I just go as a non-member. (December,
2000)
Community Leaders
This characteristic was prevalent with principal
being other-centered; they were sincerely concerned with making
the world a better place to live and raise our children (Fennell,
1999; Hackney, 1999). One principal described what being successful
meant with children and personally:
With children, are they making progress,
they are making gains? Do they feel good about themselves? Do they
like what they do? In my own success, it is. How do I feel about
me as a person? What have I done to make the world a better place?
So it would be from the people perspective. What kind of an impact
have I made in the world? Have I made it a better place? (December,
2000)
The principals interviewed were not selfish.
They were genuinely caring, concerned giving individuals with a
mission in life (Fennell, 1999; Hackney, 1999; Wesson, 1998). It
was not necessary for the principals to be personally honored for
their accomplishment in their work. What they wanted most was to
visually see changes, to be able to set a goal and see it through.
Self-gratification was not their goal as explained in this excerpt:
I'm not a person who seeks gratification
or wants to be exalted in anyway. Just to know that deep inside
I had something to do with someone's success. Even if I don't get
the credit for it, but knowing that things are getting better. I
guess it would be kind of how Benjamin Franklin felt when he knew
that everybody would be able to see at night. (December, 2000)
Personal satisfaction is achieved through
hard work and perseverance (Hackney, 1999; Hagberg, 1998). Personal
gratification is explained as making a positive difference in others
lives. The following excerpt exhibits this idea:
For me personally, if I'm satisfied with
what I'm doing, if I feel like what I'm doing is making a positive
difference. When I really think about what I really like to do,
it's to make things happen with a group of people. So, I guess I
measure success as being able to produce some of those things. Make
things happen, make a difference. (December, 2000)
As leaders mature, and achieve administrative
roles, they are concerned with the influence they have on a greater
number of individuals (Fennell, 1999). Daily decisions that are
made by these principals have an impact on the entire school building
and sometimes the entire community. One principal mentions, "As
I move up the ladder in my career I am able to have more influence,
for good, over a greater number of people."
Value Personal Relationships
As one might expect, principals valued personal
relationship with students, staff, colleagues, and community members.
Women envision their leadership through collaboration, shared problem
solving, and shared decision-making (Fennell, 1999; Hackney, 1999;
Marcano, 1997). Building relationship with others to achieve the
goal and mission of the school was a common theme. One of the comments
included:
Generally, people know that I am authentic,
that I really do care about individuals in this organization but
I also really care that in this organization we have high expectations.
So just like I would expect a teacher in the classroom to have high
expectations, but be very aware of individual needs, thats
what I think is important. Being a good communicator, being a good
listener, being someone who is not caught up in the title. (December,
2000)
One principal emphasized the fact that the
school and community needed to join together to accomplish a "common
goal". She realized and valued personal relationships; when
asked what do you attribute to your success, this is what she had
to offer:
The fact that I am smart enough to realize
that you need other people to accomplish things. No man is an island,
if you want to use clichés. Everybody pulling together for
a common good, a common goal. Utilizing the best that each has to
offer. (December, 2000)
One principal included the fact that it is
important to build relationship with community leaders. Everyone
can work together as one empowered community. Hackney (1999) described
this skill as a delegator that knows how to pull everyone together
to work together for the common good of everyone involved.
Conclusions
Leadership has been the central focus of research
in the field of educational administration. Most studies have been
based on the experiences of white males (Blackmore, 1989; Capper,
1993; Glazer, 1991). Historically, leadership roles have been held
by men (Capper, 1993; Sloan, 1999). The female principals
role is diverse, fragmented, and involves numerous decisions daily.
It is important for women to be able to identify and evaluate their
own personal characteristics. Women must be conscious of what is
perceived by others and develop strategies that are proactive in
building success (Wesson, 1998). Participants were able to verbalize
their personal insight about their character, which made them think
about their inner values, beliefs and leadership styles. The sample
(n=9) of female public school principals were selected from three
different countries and five different ethnic backgrounds but all
had similar personal characteristics. I believe that it is significant
to note that participants in this study were from different cultures,
different ethnic groups, and some from different countries. We can
conclude in this study that despite different cultural, ethnic backgrounds,
years of experience and age differences, all of these women faced
the same challenges, and they share a common set of values and a
similar belief system.
NOTE
At the discretion of the interviewees, the
author will not disclose their names.
Dr. Leslie A. Holtkamp
is a Summer, 2001 graduate from the Educational Leadership &
Counseling program at Sam Houston State University in Huntsville,
Texas.
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Appendix A. Interview outline modified
and used for this study.
"Characteristics of Female Public School Principals"
1. What is your nationality?
2. What year were you born?
3. Where were you born?
4. Where were you educated?
5. What university did you attend?
6. What degree do you have?
7. What are the educational requirements
for your job as principal?
8. What languages do you speak?
9. Other than school principal, what other
professions have you had?
10. How many years do you have to teach in
the classroom before you can become a principal?
11. What are your parents' education and their
occupations?
12. What were your responsibilities as a girl
growing up?
13. How many siblings do you have?
14. What is your birth order?
15. What are your siblings' occupations?
16. What are your hobbies and interests?
17. How many years of experience do you have
in education?
18. Are you a member of any professional organizations?
19. Typically, what do other women from your
country do for a living?
20. How do you personally measure success?
21. To what do you attribute your success?
22. What are your personal characteristics?
23. What inner strengths do you pull from
in a difficult situation?
24. What are your future goals?
25. Is there anything you would like to share?
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