There are relatively small differences in the ways in which primary and secondary
headteachers see themselves as leaders, but primary heads are slightly less likely to
report themselves as directive/efficient in style and slightly more likely to see
themselves as collaborative and caring than their secondary colleagues.
From the point of view of equity and social justice, it is right that we consider the
implications of prejudice, stereotyping and discrimination that are perceived by at
least half the women secondary headteachers in this country and by a proportion of
all other headteachers. The learning points at the end of each section have
summarised the main issues from the survey and pointed to some of the implications
for action. Recommendations arising from the learning points follow.
Recommendations for school leaders and governors and for national training
programmes
1. It is important that governing bodies are fully aware of equal opportunities issues in
the appointment of both women and men in secondary and in primary schools.
Governors in particular may be biased in favour of men and discriminate against
women because of family responsibilities.
The relative equity for men and women that now exists in respect of senior roles in
secondary schools prior to headship should be extended to the role of acting head.
2. The membership of interview panels in all types of schools is still weighted towards
men and steps could be taken to remedy this.
3. There are cultural barriers to the full acceptance of women leaders that are
regionally located. Equity issues could be addressed on a regional basis. The
masculine culture of some regional meetings of heads should be noted.
4. The way in which career breaks for childbirth and child care are regarded and
managed is significant. It is more difficult for women to resume work at the same
level after a career break than it is for men. There are equity and practical issues to
address.
5. To accommodate work/life balance issues more fully it is important to nurture a
culture in the school that is tolerant in relation to families, particularly children and
elderly dependants; recognise that women are likely to be bearing most of the family
and domestic responsibilities, particularly in primary schools and recognise and
encourage paternity leave.
6. The role of the headteacher is particularly important in encouraging both women
and men to aspire to senior positions including headship. 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.
Recommendations for aspiring heads
1. Although women are less likely to be expected to take on stereotypical feminine
roles, aspiring heads should remain aware of the need to have a range of
management and leadership experience and avoid gender stereotyping.
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