Faculty of Education - Theses
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ItemConstraints to women entering positions of management in government primary schools in rural Victoria( 2000)This study sought to explore the issues surrounding the under-representation of women in positions of senior management in Victorian government primary schools. It is based on interviews with women teachers and principals in East Gippsland, approx. 300 kilometres from Melbourne, and thus sought to explore the barriers or constraints facing women leaders within a rural context. Both quantitative and qualitative methodologies were used. Firstly an analysis of employment statistics was undertaken to determine the extent of women's underrepresentation in management positions in schools, with comparisons being made between metropolitan and country regions. A brief questionnaire was also utilised to gain background information about the study participants and their schools. The main data were derived from interviews with ten female leaders across seven schools in the region. These data were analysed using modified a priori categories, resulting in a collective picture of factors which had influenced the career progression of this group of rural women. This study found that women are under-represented in positions of senior management in Victorian government primary schools, and that this under-representation is greatest in rural areas. An investigation into the reasons underlying this under-representation, found that there were common constraints or negative influential factors which impacted upon women's career aspirations and progression. Unlike other similar research, it also found that there were common positive influential factors which had been of significance. Many of the women interviewed shared a range of personal characteristics and experiences (positive influential factors) which supported and encouraged them during their careers. As a group, the women interviewed were highly motivated and loved their jobs. Most were perfectionists, had a high level of skill and were prepared to work hard and for long hours. They had strong educational philosophies, a need for personal challenge and a pro-active outlook on life. A lack of family commitments, and a high degree of family support were also commonalities. All participants were supported and encouraged by others in their early careers and felt that opportunities were available at lower levels of management within schools. Some had also benefited from leadership specific professional development. The findings also highlighted the existence of constraints or barriers (negative influential factors), both attitudinal and structural, to women's career progression within schools. The negative influential factors cited by these women as a group, were, in decreasing order of importance: � Non-supportive Culture � Limited Opportunities � Leadership Style � Life Balance/Workload � Job Description � Personal Characteristics � Lack of Access to Professional Development � Family Responsibilities These findings support the more recent literature, which also identifies prejudicial attitudes and behaviours as the most significant barrier to women's participation in senior management. It also supports the findings in the literature that a differing leadership style presents a significant barrier to advancement for women. The negative effects of Family Responsibilities, however, were far less influential than in other similar studies, with the high number of role reversals being a significant feature of the participants in this study who were parents. The high percentage of single or childless participants apparent in other studies, however, was mirrored in this research. The other barriers identified by this group of women were specific to the educational context, where there is less research available for comparison. The negative influence of a change in job description or daily work tasks associated with promotion to principal, is supported by the limited body of research within schools. The barrier posed by limited promotional opportunities was exacerbated by the rural context, a finding which also concurs with the limited research in the area of schools and rurality.