Challenges and dilemmas for women in educational leadership.

1/10/03 Presentation by Kathryn Brennan

NSW secondary principals by gender 1989-2000

100 90 80 70 60 50 40 30 20 10 0 Female Male EEO Goal

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

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Presentation by Kathryn Brennan

NSW primary (PP1) principals by gender 1998-2000

90 80 70 60 50 40 30 20 10 0
1998 1999 2000

Female Male EEO Goal

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Presentation by Kathryn Brennan

NSW secondary principals by gender - a half century view

100 90 80 70 60 50 40 30 20 10 0 1949 1979 1989 1999

Female Male

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Presentation by Kathryn Brennan

Women in education and leadership - a socio-historical perspective

To reinstate womens presence in the past provides for womens voices and actions in the present.
(Blackmore, 1999, p.23)
1/10/03 Presentation by Kathryn Brennan

Organisational challenge Please Sir, what is effective leadership?

Androcentrism a viewing of the world and shaping reality through a mlae lens [one in which] the experiences of men and women educators are assumed the same
(Hall, 1997)

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Presentation by Kathryn Brennan

To be a women in a masculinist culture is to be a source of mystery and unmeasurability for men (Butler, 1990)

For women, the study and practice of educational leadership and administration is confronting and exclusionary. women depicted as an homogeneous group.

The literature, populist media and seminars presented in the masculine. Tokenistic inclusion eg.chapter in a book Role modelling rare -keynote presenters

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Presentation by Kathryn Brennan

Listening to the Past, a gendered heritage

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a pedagogy of the feminine ...cult of domesticity teacher as mother technology of the masculine paternalistic masculism regulations institutionalised male advantage pink ghetto The 1932 Married Womens Act petticoat power the stud book

Presentation by Kathryn Brennan

Irrational fear of male bureaucrats the feminisation of teaching!

No country should pride itself on it educational system if the teaching profession has become predominantly a world of women [teaching] too important and honourable a calling to drift into becoming mere womens work. are an ineffectual and unspectacular lot classroom style lacks the political punch and macho deemed necessary for the proper and more rounded development of young boys. [dont worry] Im not going to send a person in petticoats to supervise your work! Significant threads - discourses of male anxiety and male backlash, latter claiming men are victims of feminism

1/10/03 Presentation by Kathryn Brennan

Research reveals a life and career struggle

Personal experiences of encountering the invisible barrier- the glass ceiling Sexism remains a major barrier including issues of: *status *power *control *asymmetrical relationships between the sexes *structural impediments; which act against women fulfilling their potential Victims of role fatigue - insiders (managers) & outsiders (women) a gendered eduscape Burnout levels higher for women than for men, however women proactive, positive
Presentation by Kathryn Brennan

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The mythology - a proliferation of myths and tales

Stereotypes or gender schema Socialisation factors Gender barriers (formal and informal) Tension of personal/ professional dichotomy

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Presentation by Kathryn Brennan

Becoming the first female head in the schools history...

a mans territory scrutiny, rumour and curiosity burden of proof a token woman? ...Whos in charge? power & authority webs of support

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Presentation by Kathryn Brennan

Women bosses!
Macquarie Dictionary definition of boss-to be master of or overcontrol...

She stole what was mine Who does she think she is? She slept her way to the top There will be tears! Reminds me of my mother

She isnt married you know (ie. isnt a real woman) Now shell appoint her own She wouldnt know a management strategy even if she had a recipe

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Presentation by Kathryn Brennan

Research studies have consistently found that women principals:

Over-representation of women in school improvement data Enact educational leadership as an androgynous activity Transform the cultures of the schools they lead...a more humane and inclusive workplace Have a * strong motivational orientation *sense of mission *passion for excellence in teaching and leadership.
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Reflectionleading a learning community

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Presentation by Kathryn Brennan

Pre-conditions constructing leadership social and values systems (Limerick & Cranston)
Traditional Framework Low trust Do the right thing Power over others Individualism - me focus Leadership & work; different systems of action
En/gendered Framework

High trust Do the good thing Power with others Equity, social justice us focus Leadership patterns are part of life stream
(balanced lives)

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Presentation by Kathryn Brennan

Leadership-In-Process
Changing times demand different leadership
(Limerick & Cranston)

Traditional Framework

En/gendered Framework

A game-kill or be killed Competition Win at all costs Main objective is to win Work with few people-follow span of control High control to produce desired outcomes Power, decision-making in the hands of a few Paper warfare

Real life and laughter - live and help live Collaboration Equity, social justice Main objective is goal achievement Work with many people-follow the work flow Sharing encourages best practice Power, decision-making devolved Social sustainability

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Presentation by Kathryn Brennan

Developing leadership capability

that combination of attributes, qualities, skills and knowledge that enables a person to perform to a high standard in a given context and role

Change Matters: Making a Difference in Education and Training. (Scott, 1999:200)

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Presentation by Kathryn Brennan

Capability items rated highest on importance by females

42: Having a clear, justified vision of where the school must head (4.89) (T&D focus 3.34) *7 4: Being able to remain calm under pressure (4.88) (T&D focus 2.69)*1 7: Wanting to achieve the best outcome possible (4.87) (T&D focus 3.45)*10 12: Being able to bounce back from adversity (4.85) (T&D focus 2.59) 11: Having a sense of humour and being able to keep work in perspective (4.84) (T&D focus 2.77)*3
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Capability items rated highest on importance by females (continued)

9: An ability to make a hard decision (4.83) (T&D

focus 2.56)*10

19: Being able to motivate others to achieve great things (4.81) (T&D focus 2.88) 22: Being able to deal effectively with conflict situations (4.79) (T&D focus 2.98)*4 30: Being able to set and justify priorities (4.79)
(T&D focus 3.37)*9

44: Knowing how to effectively identify and disseminate good practise across the school (4.77) (T&D focus 2.89)
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Keeping principal development programs relevant (female rankings on importance)

54: Ensure that teaching staff running these programs have current workplace experience (4.81) (T&D focus 2.39)*1 53: Ensure that all principal development programs model the key attributes identified as being important in this research (4.76) (T&D focus 1.90)*4 46: Focus more directly on the capabilities identified as being important as a result of this survey (4.65) (T&D focus 2.09)*7 49: Use effective principals more consistently as a learning resource in these programs (4.64) (T&D focus 2.61)*2 47: Use real life work problems identified by effective principals as a key resource for learning (4.62) (T&D focus 2.16)*3 55: Make assessment more real-world and problem based and less focused on memorising factual material (4.55) (T&D focus 2.12)*5

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Presentation by Kathryn Brennan

If only I had a brain

Intellectual capabilities for leadership

Way of thinking Diagnostic mapping

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Presentation by Kathryn Brennan

If only I had a heart

Emotional capabilities for leadership Self-awareness Social-awareness Self-management Relationship-management

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Presentation by Kathryn Brennan

EI Capability items rated in TOP 10 on importance (ALL)

Being able to remain calm under pressure Having a sense of humour and being able to keep work in perspective Being able to deal effectively with conflict situations Wanting to achieve the best outcome possible Being able to bounce back from adversity The ability to empathise & work with people from a wide variety of backgrounds An ability to make a hard decision A willingness to listen to different points of view before coming to a decision (8 of the10!)

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Presentation by Kathryn Brennan

If only I had courage

Courage in leadership School leaders need to thrive not just survive! A gender inclusive process of selfdirected learning for school leaders, remembering that:

People who successfully change in sustainable ways cycle through five stages of discovery (Boyatzis)
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1. My ideal self: Who do I want to be?

Practicing the new behaviour,building new neural pathways

2. My real self: Who am I? 5.Developing trusting Relationships that help, Support, and encourage each step in the process

My strengths: Where my ideal and real self overlap

4. Experimenting with new Behaviour, thoughts and feelings 3. My learning agenda: Building on my strengths While reducing my gaps

My gaps:Where my ideal And real self differ

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Presentation by Kathryn Brennan

Somewhere over the rainbow

Inclusiveness, equity, social justice, ethical practice and excellence embedded in practice EEO policy penetrates practice Potential recognised; early opportunities provided Educational leadership is as an androgynous activity; women are empowered to transform the cultures of the schools they lead Recognition of how female experiences and needs differ from male colleagues; a focus for targeted leadership development programs Women are collectively inspired by a principal collegiate that is valued, supported, sustained and developed by the system they serve Proactive generational leadership is evident, inclusive of mentoring and peer coaching
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10 Leadership Principles: a gender inclusive framework for developing school leaders (Brennan 2003)
C apability: a combination of attributes, qualities, skills and knowledge. A mbiguous: the uncertain and constantly changing must be negotiated effectively. P assionate: purpose,energy,courage, inspire others, creative, build teams, self-aware. A djust leadership style: depending on the situation, effecting climate and performance. B alance: the professional and personal, building resilience and wellbeing.

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Presentation by Kathryn Brennan

10 Leadership Principles: a gender inclusive framework for developing school leaders (Brennan 2003)
I ntegrated: centred, drawing on a full range of competencies-emotional (EQ), intellectual (IQ), behavioural and social (whole person). L earners: recognising all capabilities are learnable. I CT savvy: optimises this convenient tool for professional learning and interactive networking. T rust: loyalty, respect and commitment developed through openness and honesty; integrity in action; Y esterday, today and tomorrow: reflect on the past, lead in the present, project into the future.

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Presentation by Kathryn Brennan

Dare to dream
Building on the momentum of the past decade, we need to move forward together, with courage and purpose, valuing our unique life and professional experience, personal qualities, feminist stance and female perspectives.
Remembering that we can and do make a difference
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Thankyo u

Kathryn.Brennan@det.nsw.edu.au Principal, Bowral High School

1/10/03 Presentation by Kathryn Brennan