women because of family responsibilities. Men may experience discrimination
in some primary settings. It is important that governing bodies are fully aware
of equal opportunities issues in the appointment of both women and men.
Women are less likely to be expected to take on stereotypical feminine roles,
but women should continue to be aware of the need to have a range of
management and leadership experience.
The membership of interview panels in all types of schools is still weighted
towards men and steps could be taken to remedy this.
Women appear to be appointed younger than men in the secondary sector.
This is a real encouragement to young women, who should have confidence
in applying for headship
Women are at least as well qualified academically as men. Stereotypes
about women being less well qualified are wrong.
There are cultural barriers to the full acceptance of women leaders that are
regionally located. Equity issues could be addressed on a regional basis.
It is important that the relative equity for men and women that now exists in
respect of senior roles in secondary schools prior to headship be extended to
the role of acting head.
The way in which career breaks for child birth and child care are regarded
and managed is of significance to a majority of the teaching work force. It is
more difficult for women to resume work at the same level after a career
break than it is for men. These are issues to address for senior managers
and governors in schools.
Women should have confidence in their abilities and plan their careers.
There is less evidence of men lacking confidence and they do tend to plan
their career at an earlier stage than women.
As the stage of emergent leadership seems to be so important for women,
more information is needed about the sort of support women receive prior to
application for headship with a view to extending good practice.
Attention should be given to the support and development of women heads
who are more likely than men to remain in their first headship post for a
considerable length of time. More women in the secondary sector are
appointed when relatively young, and stay in their first headship longer than
men.
The role of the headteacher in encouraging younger staff is paramount. Most
of the headteachers named a previous head as being the most important in
encouraging them in their career.
Mentoring, seen as vital in supporting aspirant women heads has increased
significantly in recent years, probably as a result of national training
initiatives, and it is important that this is continued.
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