Women Directors of Education: Policy Consequences, Gender Perspectives and Leadership Strategies
Year: 2018
Type: dissertation
Abstract: This study presents a qualitative analysis exploring how women Directors of Education in Ontario (English) public school boards manage the pressures of leadership. Alongside this analysis is a concurrent exploration of the effects the Ontario government’s 1993 PPM 102: Affirmative Action/Employment Equity for Women Employees policy had on women Directors of Education in Ontario (English) public school boards. Data collection includes 12 interviews of women Directors of Education in Ontario (English) public school boards. The study revealed a complex relationship between women Directors of Education in Ontario (English) public school boards and their discrimination experiences. Participants denied experiencing discrimination, despite describing instances of clear discrimination. Dropping out of the study or altering their original interviews silenced some women. Gender microaggressions were also apparent throughout the interviews. Additionally, participants denied ever experiencing pressures associated with their gender. Strategies for coping with the pressures of leadership are designed to deal with pressures associated with the board of trustees, board staff, the public and church clergy. Strategies Directors of Education used to manage these pressures were categorized into three groups: strategies for personal success; micropolitical strategies in the workplace and strategies for managing home life and professional life. Fifty percent of participants described formal/informal hindrances in managing the pressures of leadership, while 100% of participants described formal/informal supports, which aided their management of the pressures of leadership.The study also revealed that most participants identified either an indirect effect or a direct effect of PPM 102 on their career; seven noted an indirect effect, and 1 a direct effect. Four noted no effect at all on their career.
Source: TSpace (University of Toronto)
Author: Katie Higginbottom
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2892081824