Student leadership development in Australian and New Zealand secondary girls’ schools: a staff perspective

Archard, Nicole

doi:10.1080/13603124.2011.605472

Cited by 10 publications

(18 citation statements)

References 10 publications

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“…This finding agreed with the findings of previous scholars. For example, Archard (2012) indicated that mentoring and role modelling helped females in developing the knowledge and skills required for leadership as well as assisted the in understanding of gender barriers in relation to leadership roles. Similarly, Hora (2014) revealed that role models determined women's participation in leadership.…”

Section: Discussionmentioning

confidence: 99%

“…In all sectors of work, it is common knowledge that women in comparison to men do not hold an equal proportion of leadership positions across public and private societal spheres. The global workforce is highly gender-segregated and gender-stratified (Archard, 2012). A diverse range of explanations have been offered to explain the leadership gap between men and women with wide literature suggesting that gender bias and prejudice against women candidates lower the demand for female leadership.…”

Section: Introductionmentioning

confidence: 99%

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Determinants of Female Teachers Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda

Mugizi¹,

Masheija²

2019

OJL

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This study explored the determinants of female teachers' progress to leadership in government-aided primary schools in Ntungamo District. Specifically, the study explored how personality characteristics, school factors and social factors determined female teachers' progress to leadership in government-aided primary schools. This cross-sectional study used a sample of 210 respondents and data were collected using a questionnaire survey. Data were analysed using descriptive analysis that included frequencies, percentages and means, and inferential analyses that were correlation and regression. Descriptive results revealed that the level of female teachers' progress to leadership was good, had strong personality characteristics and experienced favourable school and social factors. Regression results revealed that organisational factors and social were positive significant determinants of female teachers' progress to leadership while personality characteristics were negative and insignificant determinants. Therefore, the conclusions reached were that personality characteristics were not the most probable factors that determined female progress to leadership in primary schools, school factors were essential for female teachers' progress to leadership in primary schools, and social factors were imperative for female teachers' progress to leadership in primary schools. It was thus recommended that bodies charged with promoting of female teachers such District Education Service Commissions and schools leadership should assess personality characteristics of women when promoting them to leadership, those charged with management of schools such as District Education Officers, Inspectors of Schools, Schools Management Committees and head teachers should ensure that school factors promote female teachers progress to leadership, and leadership of schools from national to local level and community members should ensure that social factors in place promote female teachers progress to leadership.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Determinants of Female Teachers Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda

Mugizi¹,

Masheija²

2019

OJL

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“…By color coding these segments in relation to the different themes, the participant responses were able to remain complete. This ensured that the segments of text were always read within the context of the whole response, thus avoiding misinterpretation (Archard, 2012). The frequency of responses recorded in relation to specific themes determined which themes had greater dominance over others.…”

Section: Discussionmentioning

confidence: 99%

Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context

Archard

2012

Mentoring & Tutoring: Partnership in Learning

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In this article, I explore the concepts of mentoring and role modeling with regard to developing student leaders within the girls' school context. The foundation for this discussion lies in two qualitative studies involving staff and students from girls' schools located in Australia, New Zealand, and South Africa. Both survey and focus groups were used as methods of data collection. Mentoring and role modeling in school settings is reported in this study as taking place in two different forms: student/student and staff/student. This research identified the multidimensional nature of these relationships with regard to female school staff who then became role models for female students. Ultimately, mentoring and role modeling may help female students in developing the knowledge and skills required for leadership as well as assisting in an understanding of gender barriers in relation to leadership roles.

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“…In order to explore the phenomena of women and leadership, it was seen as important to hear the voices of adolescent girls by providing them with the opportunity to discuss their views on these concepts. Adolescent girls are the future representation of women leaders in society (Archard 2012), as such, their understanding of the gender-related barriers that may inhibit their capacity as leaders in the future will be important in determining if they are adequately prepared for the challenges that they may face in their pursuit of adult leadership positions.…”

Section: Introductionmentioning

confidence: 99%

Women's participation as leaders in society: an adolescent girls' perspective

Archard

2013

Journal of Youth Studies

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This paper explores the adolescent female perspective on women's participation as leaders in society. Using a qualitative approach, the study outlined in this paper investigated this phenomenon through the use of student focus groups. Participants were students in their final year of schooling from secondary girls' schools located in Australia, with one school located in South Africa. This study found that students identified the patriarchal nature of leadership positions, women's possible lack of desire to hold a leadership position, and the impact of gender stereotypes as concerns. However, students were mostly positive with regard to their ability to overcome these issues in the future. It is recommended through the findings of this study that girls are given voice through their formal schooling in order to discuss issues of gender and leadership, and as a consequence, an awareness of issues concerning gender inequity may be created.

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Student leadership development in Australian and New Zealand secondary girls’ schools: a staff perspective

Cited by 10 publications

References 10 publications

Determinants of Female Teachers Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda

Determinants of Female Teachers Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda

Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context

Women's participation as leaders in society: an adolescent girls' perspective

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