Women's Leadership Experiences: A Study of Ivorian Women Primary School Principals

Autor/inn/en	Oyeniran, Rassidy; Anchomese, Ishmael Bonjah
Titel	Women's Leadership Experiences: A Study of Ivorian Women Primary School Principals
Quelle	In: Journal of Educational Issues, 4 (2018) 1, S.148-173 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-2263
Schlagwörter	Women Administrators; Females; Principals; Foreign Countries; Instructional Leadership; Qualitative Research; Semi Structured Interviews; Elementary Schools; Learning Processes; Learning Problems; Academic Support Services; Family Environment; Educational Environment; Educational Improvement; Talent; Caring; Administrator Characteristics; Expertise; Academic Achievement; Phenomenology; Cote d'Ivoire + Suchen Sie Ihr Suchwort? Weibliche Führungskraft; Weibliches Geschlecht; Principal; Schulleiter; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Qualitative Forschung; Elementary school; Grundschule; Volksschule; Learning process; Lernprozess; Lernproblem; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching improvement; Unterrichtsentwicklung; Begabung; Hochbegabung; Care; Pflege; Sorge; Betreuung; Expert appraisal; Schulleistung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d'Ivoire. This paper analyses how women principals lead their schools and contribute to the schools' advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers' commitment and indirectly students' learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students' learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students' learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools' performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01