Obstacles in the Paths of Female High School Teachers Who Have Not Transitioned into High School Administration in Georgia
Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Committee Member 1
Committee Member 2
The purpose of this qualitative research study was to understand the obstacles in the paths of nine female high school teachers in Georgia who held leadership certification but had not transitioned into high school administration. The study focused on the professional background, obstacles each participant perceived or encountered in her pursuit to administration, strategies suggested for recruitment of female teachers, and leadership conceptualization. Through semi-structured interview questions, rich narrative responses revealed that teachers primarily obtained leadership certification to keep their options open and to advance on the salary scale and not necessarily to transition into administration. Only one of the nine teachers interviewed in this study was actively pursing an administrative position. It appeared that for these teachers the demands of the positions outweighed the benefits. The results of this study could help school districts and policy makers increase the representation of women in high school administration by providing an understanding of the perceived and real obstacles in the paths of female high school teachers.
Martin, Gwendolyn Ann, "Obstacles in the Paths of Female High School Teachers Who Have Not Transitioned into High School Administration in Georgia" (2009). Electronic Theses and Dissertations. 945.
Research Data and Supplementary Material