Findings from a study to formulate a comprehensive program for the promotion of greater gender equity for women in educational administration, especially at the secondary principal level, are presented in this report. Two research focuses include an assessment of the status quo of women in educational administration in the United States, United Kingdom, and the Republic of South Africa and an assessment of current academic and professional educational administration training and development programs for women in those countries. Questionnaires were mailed to a random sample of 46 respondents, 60 percent male and 40 percent female, from 26 academic and professional education institutions in those three countries. Findings indicate that gender role stereotyping is the major factor affecting the status quo of women in educational administration. A model is proposed for the South African Women Into Educational Management program (SAIWEM), which addresses the unique needs of female educational administrators in three areas: the reduction of internal and external barriers and the provision of professional development opportunities. A recommendation is made for the holistic implementation of the three subprograms--ancillary, auxiliary, and educational management development. Three figures are included. (31 references) (LMI)