ERIC Number: EJ824130
Record Type: Journal
Publication Date: 2004-Mar
Abstractor: As Provided
Reference Count: 56
Prospective Teachers' Constructions of Leadership: In Search of an "Androgynous" Style?
Leadership and Policy in Schools, v3 n1 p37-57 Mar 2004
The current paper reports the findings of a study that sought to identify Israeli prospective teachers' perspectives about educational leadership in relation to "masculine" and "feminine" leadership orientations. The first purpose of the study was to expose prospective elementary teachers' conceptions about the "ideal" principal. The second was to examine their constructions on the desired relationships between them and their school principal. Based on qualitative investigation, the study indicates that prospective teachers hold conceptualizations of educational leadership and a range of ideas and beliefs about the ways that the principal should behave during their induction stage which are consistent with "androgynous" leadership style. Thus, congruent with a "feminine" leadership orientation, the principal is ideally constructed as open-minded, attentive, responsive, trustworthy, emotional and supportive person. In terms of a "masculine" orientation the principal is perceived as a strong person who maintains discipline in school. The practical implications of the study are discussed.
Descriptors: Leadership Styles, Instructional Leadership, Principals, Sexual Identity, Masculinity, Preservice Teachers, Elementary School Teachers, Feminism, Foreign Countries, Beliefs, Questionnaires, Sex Role, Evaluation, Higher Education, Teacher Education, Teacher Orientation, Beginning Teacher Induction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers; Administrators
Authoring Institution: N/A
Identifiers - Location: Israel