Gendered Roles, Principal-Teacher Relationships,School Climate and Instructional Leadership Activity:    A Cross-National ...
Gender and School Leadership        • The gender of school leaders has a profound          effect on the ways that instruc...
Gender-Mediated Relationships        • The degree to which gender mediates the          principal-teacher relationship imp...
Research Questions1. How does gender mediate the principal-   teacher relationship?2. How do gender mediated relationships...
TALIS 2008• Key variables:  – Gender (teacher & principal)  – Leadership types  – Teacher self-efficacy  – Teacher collabo...
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Summary of HLM Results                         16
RQ1: How does gender mediate the    principal-teacher relationship?• FTFP = 35.1%, FTMP = 32.1%• Least autonomy of decisio...
RQ2: How do gender-mediated relationships impact school climate?• Gender mix has no significant impact on  teachers’ self-...
Thank YouAlexander W. Wiseman, Lehigh University         aww207@lehigh.edu   Karen Jackson, University of Utah            ...
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Gendered Roles, Principal-Teacher Relationships, School Climate and Instructional Leadership Activity: A Cross-National Analysis Using TALIS 2008

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Please visit my website for more information: http://www.comparative-education.com/. To cite this presentation, please use the following: Wiseman, A. W., & Jackson, K. (2011, May). Gendered Roles, Principal-Training Relationships, School Climate and Leadership Activity: A Cross-national Analysis using TALIS 2008. Paper presented at the annual meeting of the Comparative and International Education Society, Montreal, Canada.

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Gendered Roles, Principal-Teacher Relationships, School Climate and Instructional Leadership Activity: A Cross-National Analysis Using TALIS 2008

  1. 1. Gendered Roles, Principal-Teacher Relationships,School Climate and Instructional Leadership Activity: A Cross-National Analysis Using TALIS 2008 Alexander W. Wiseman, Lehigh University Karen Jackson, University of Utah Presented at the 2011 Annual Meeting Comparative and International Education Society Montreal, Canada 1
  2. 2. Gender and School Leadership • The gender of school leaders has a profound effect on the ways that instructional leadership occurs in and across schools. • Some cross-national research has found that gender differences in leadership between nations is not strong. • However, perceptions about female and male school leaders differs across most contexts.___Campbell, S. B. (2010). A Comparative Study of Educational Leadership Behavior by Gender and Race. EdD dissertation, St. Louis University.Nogay, K., & Beebe, R. J. (2008). Gender and Perceptions: Females as Secondary Principals. Journal of School Leadership, 18 (6), 583-602. 2Wenlen, J. (2010). School Leadership in Two Countries: Shared Leadership in American and Chinese High Schools. PhD dissertation, Arizona State University.
  3. 3. Gender-Mediated Relationships • The degree to which gender mediates the principal-teacher relationship impacts instructional leadership by shaping the climate in which it occurs. • And, the culture of a school community mediates the perceptions and impact of gender on instructional leadership.___Addi-Raccah, A. (2005). Gender, Ethnicity, and School Principalship in Israel: Comparing Two Organizational Cultures. International Journal of Inclusive Education, 9 (3), pp.217-239.Shah, S. J. A. (2010). Re-thinking Educational Leadership: Exploring the Impact of Cultural and Belief Systems. International Journal of Leadership in 3 Education, 13 (1), pp.27-44.
  4. 4. Research Questions1. How does gender mediate the principal- teacher relationship?2. How do gender mediated relationships between principals and teachers impact school climate? 4
  5. 5. TALIS 2008• Key variables: – Gender (teacher & principal) – Leadership types – Teacher self-efficacy – Teacher collaborative activities – Climate of instructional beliefs – Autonomy of decision-making 5
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  16. 16. Summary of HLM Results 16
  17. 17. RQ1: How does gender mediate the principal-teacher relationship?• FTFP = 35.1%, FTMP = 32.1%• Least autonomy of decision-making associated with male teachers (regardless of principal gender) overall, and male principals when experience and education are held constant.• Cross-national variation in autonomy of decision-making by gender mix is largely consistent. 17
  18. 18. RQ2: How do gender-mediated relationships impact school climate?• Gender mix has no significant impact on teachers’ self-efficacy.• Constructivist beliefs most positively impacted by a mix of female teacher and male principal.• Professional collaboration most positively impacted by female teacher regardless of principal gender. 18
  19. 19. Thank YouAlexander W. Wiseman, Lehigh University aww207@lehigh.edu Karen Jackson, University of Utah 19

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