management and leadership style.
Both men and women see themselves
as open and consultative leaders,
incorporating a number of both
'feminine' and 'masculine' qualities, but
tending towards the 'feminine'.
'feminine'. However, there was a
significant minority of older women
headteachers who tended towards a
more 'masculine' style of leadership.
Women heads saw advantages in
being women, because they could
diffuse aggression and felt free from
the male stereotypes of headship.
management and leadership style.
Both men and women see themselves
as open and consultative leaders
incorporating a number of both
'feminine' and 'masculine' qualities, but
tending towards the ‘feminine’.
However, there is a second style of
leadership that is popular which is
directive and tougher and this more
'masculine' style is more common
amongst the women headteachers.
Women heads see advantages in
being women, because they feel they
can diffuse aggression and use their
femininity to charm.
Are there differences in the experiences of primary, and secondary school
headteachers in relation to gender?
Women primary headteachers are in the majority in the primary sector working with a
large majority of women teachers. Nevertheless they are aware of the preference
that there is for male heads, particularly in large primary and junior schools and
30per cent are aware of sexism and discrimination at the time of appointment.
In their working lives primary women heads are less likely to meet sexism, but still
comment on it in relation to things like meetings of all heads in the area where, as
primary women heads they may feel their views are less likely to be heard. In
comparison with the women secondary headteachers there is less concern with
sexism and discrimination. The experience of women secondary heads once in post
is different, particularly if they are in the regions where women heads are less well
represented.
More women primary headteachers are married with children (79 per cent) than
women secondary heads (63 per cent). They are more likely to take their domestic
circumstances into account in weighing up the prospects of headship. Judging from
the partner jobs that are named, it is more common for them to be the main earner in
their family than it is for the secondary women heads. Also, from the range of
comments relating to domestic circumstances, it does appear that women primary
heads may be working in a culture that is more sympathetic to women having family
responsibilities than is the case in the secondary sector.
The number of primary schools in the country means that primary heads are less
likely to move from one region to another and therefore put demands on their partner
to change their job and follow them. Secondary headteachers are more likely to
move geographically.
It is very rare for men in the secondary sector to feel disadvantaged by their sex, but
there are gender issues for male primary school headteachers. Although they are
often favoured by governors and parents for appointment, they may experience some
difficulties dealing with women staff and prejudice about working in early years.
However, men in primary headship are aware of their 'rarity value' and are more
confident of obtaining headship than any other group.
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