Women in Educational Leadership Diann Rodgers-Healey BA (Syd); MEd (ACU); PhD (UOW); DipEd (SIAE)

Background  PhD in women and leadership  Executive Director of the Australian Centre for Leadership for Women founded in 2000  Researcher in gender and leadership issues in the workplace  Lecturer in UOW’s Sydney Business School  Mentor & Coach of executives in leadership  Facilitator of strategic planning for organisational vision development

Challenges in 21st C Globalization IT International Competition Economic Transformation Environmental Sustainability Changing Educational Context in 21st C Paradigm Shift in Policy & Issues Learning Process Curriculum Facilities Student Composition Community Expectations

Implications for Future Community Perceptions Leadership & ManagementEducational Reform Professional Development of Teachers

Scope of change in Australian Education The Self-managing school: Significant and consistent decentralization Decisions at school level within a framework of local, state, or national policies and guidelines (Caldwell and Spinks, 1992, p. 3 cited in Whitaker, 2003).

Leadership & Management Position of Principalship Studies consistently show that exemplary schools have a principal who is an effective leader.

What are the issues for women related to leadership at the highest level in a school?

(Tyack & Hansot, 1982; Shakeshaft, 1989). Women have been historically underrepresented in top- level school positions in contrast to the number of women teachers.

ACER “Staff in Australia’s Schools survey” October April 2007 (McKenzie, 2008)  Women make up 80% of the primary teaching workforce nationally, yet hold 57% of leadership positions

CEO Diocese of Wollongong – Primary Schools  Diocesan Primary Principals – 19 male and 11 female  Diocesan Secondary Principals - 5 male and 2 female

ACER “Staff in Australia’s Schools survey” October April 2007 (McKenzie, 2008) Issues identified:  Shortage of senior teachers interested in becoming principals  Looming shortage of teachers as retiring teachers leave the workforce  Younger teachers were more likely to leave teaching permanently before retirement due to dissatisfaction with teaching and better opportunities outside of schools

How do we attract women into leadership?

 Gender & Conditioning  Leadership as a concept and practice  Women’s level of interest in leadership  Issues about Principalship Consideration of Barriers

Strategies to Attract Women  Defining leadership  Defining roles in terms of competencies  Supporting those in the roles  Identifying potential & working with the individual  Providing support & training  Linking teaching and leadership  Working with provisions of flexibility  Talking leadership

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