Career Paths of Female Elementary Assistant Principals

Autor/in	Baier, Hope C.
Titel	Career Paths of Female Elementary Assistant Principals
Quelle	(2013), (213 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Notre Dame of Maryland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-5645-1
Schlagwörter	Hochschulschrift; Dissertation; Career Development; Assistant Principals; Women Administrators; Females; Work Environment; Elementary Schools; Experience; Administrator Attitudes; Suburban Schools; Rural Schools; School Districts; Public Schools; Private Schools; Labor Turnover; Career Change; Interpersonal Relationship; Stress Variables; Social Support Groups; Family Work Relationship; Gender Issues; Racial Differences; Age Differences; Social Discrimination; Equal Opportunities (Jobs); Experiential Learning; Mentors; Professional Development; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Berufsentwicklung; Principal; Principals; Stellvertretende Schulleitung; Weibliche Führungskraft; Weibliches Geschlecht; Arbeitsmilieu; Elementary school; Grundschule; Volksschule; Erfahrung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; School district; Schulbezirk; Public school; Öffentliche Schule; Private school; Privatschule; Career changes; Berufswechsel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social support; Soziale Unterstützung; Geschlechterfrage; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Soziale Benachteiligung; Soziale Schließung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	The purpose of this research was to explore the worklife experiences and personal issues of female elementary assistant principals and examine the influence of these factors on their intent to remain in their position or leave. The worklife experiences and perceptions of female elementary assistant principals were categorized as institutional or professional experiences, or personal issues. A purposeful sample of 20 female elementary assistant principals from suburban, urban and rural school districts in Maryland, both public and private, voluntarily participated in the study. Ten subjects were currently employed as assistant principals and ten subjects had left the position. Qualitative findings from this narrative study revealed no single factor that solely determined the career path for assistant principals. Factors that were uncovered as being significant for assistant principals were relationships (both professional and personal), stress, support systems, personal lives, and family obligations. The female assistant principals who chose to leave their jobs were not significantly influenced by issues of gender, race, age or any other discriminatory practices, though these were present in their work. Recommendations from the study include (1) an examination of recruitment and preparation programs including internship experiences that provide hands-on experiences for aspiring leaders, (2) formal mentoring programs for assistant principals, and (3) meaningful professional development practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01