Leadership Practices of Women Superintendents: A Qualitative Study

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dc.contributor.authordu Plessis, Sarah Browningen
dc.contributor.committeecochairEarthman, Glen I.en
dc.contributor.committeecochairDriscoll, Lisa G.en
dc.contributor.committeememberMartin, Rosalie Marieen
dc.contributor.committeememberCreighton, Theodore B.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:18:00Zen
dc.date.adate2008-12-03en
dc.date.available2014-03-14T20:18:00Zen
dc.date.issued2008-10-27en
dc.date.rdate2011-09-05en
dc.date.sdate2008-11-05en
dc.description.abstractThe purpose of this study was to describe the leadership practices of women superintendents of public school divisions. The researcher interviewed eight women superintendents in the Commonwealth of Virginia examining the participants' self-perceived leadership practices and their reflections of these practices. Data collection occurred through use of interviews, member checks, field notes, a reflexive journal and completion of the Leadership Practices Inventory-SELF. Descriptive accounts of the women's leadership practices in the context of their professional lived experiences and within the framework of transformational leadership theory are presented in a narrative format. Findings and conclusions, were determined by analyzing the collected data, the research question and the review of literature. The findings produced eight leadership practices: 1) use consistent and accurate communication with all stakeholders, 2) be visible, 3) use limited delegation, 4) be collaborative, 5) remain poised, 6) accept personal sacrifice of time and family, 7) exhibit confident, and 8) self-educate, be a quick learner. The findings concluded that women described their leadership practices as relationship building practices and practices incorporating issues of gender and silencing. An implication for future research included discussion for a study which would go beyond the self-described leadership practices of the women superintendents and examine how their leadership practices are implemented and perceived by stakeholders and employees. Data from these direct observations may offer further, detailed insights as to how the described leadership practices of this study are practiced, implemented and perceived by others.en
dc.description.degreePh. D.en
dc.identifier.otheretd-11052008-121745en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11052008-121745/en
dc.identifier.urihttp://hdl.handle.net/10919/29471en
dc.publisherVirginia Techen
dc.relation.haspartDU-PLESSIS-DISSERTATION-11.2008.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectleadership practicesen
dc.subjectschool administrationen
dc.subjectGenderen
dc.subjectWomenen
dc.subjectsuperintendenten
dc.titleLeadership Practices of Women Superintendents: A Qualitative Studyen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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