Gender and headship in the twenty-first century

One week into headship when a male governor said ' You've got one year to
turn the school around or you're out (woman secondary head early 50s).

Women may also feel vulnerable when dealing with issues relating to discipline with
male staff. One woman head commented on this in relation to competency issues
with a male colleague, another in relation to the introduction of a new pay policy. A
general comment from a woman head summed up the situation: 'certainly in dealing
with difficult situations or people. I am more aware people put expectations on you,
more than on men. Sometimes people want you not to succeed.' On a lighter, but
telling note, one woman secondary head in her late 40s identified: 'having to
successfully address a large 'old boys' event!' as the time she felt that she had to
prove herself. Particular areas mentioned by women as challenging are working
within a mainly Muslim community, working in certain regions of the country, such as
the north-east of England, and working in boys' schools.

The proportion of men who feel that they have to 'prove' themselves has also gone
up, but their comments show that this feeling is not gender related, and why should it
be? There is an unconscious linkage between leadership and men that is made
internationally by both men and women, young and old (Schein, 1994) and being a
man and a leader is perceived as natural, in a way that being a woman and a leader
is not (Schmuck, 1996). Both men and women in primary schools are less subject to
the feeling of having to prove themselves, than those in secondary schools.

In 1996 most of the reactions to the question on the need to 'prove your worth'
related to stereotypes of women as inferior, the perception of women that they have
to be twice as good as a man and a general feeling of isolation as a woman. In 2004
there is less stress on the experience of being stereotyped and isolated, although
these feelings do persist particularly in relation to governors, builders and male
support staff. A typical example from a woman primary headteacher in her early 30s
who commented on: 'a caretaker who questions my every decision.' Another woman
primary head in her 30s felt she had to prove her worth: 'to male governors who feel
that headteachers' role is a nice job for a lady!'. However, some professional
colleagues still exhibit unreconstructed stereotypes.

A nearby secondary male headteacher referred to me when introducing me to
his chair of Governors as 'my little satellite HT, she makes the tea.' (woman
special school head, late 40s)

The responses of men to the question of having to prove themselves mainly fell into
the category of gender being irrelevant and that we all have to prove ourselves.
However, some men in primary schools who may be perceived as being in 'female
territory' working with a largely female staff do feel the need to prove their worth as
men in leadership. The following comments about having to prove themselves as
men are from male primary heads in differing age groups.

Dealing with colleagues' problems, having credibility as an understanding
practitioner.

As a deputy head in a SMT where all other members were female.

By responding positively to issues where stereotypical male responses were
anticipated.

Being able as a man to teach reception.

31

<<   28   29   30   31   32   33   34   >>

More intriguing information