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Barriers to gender equity in K-12 educational leadership: an evaluation study

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Barriers to Gender Equity in K-12 Educational Leadership:
An Evaluation Study

by

Tabitha K. Sherrod

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2020

Copyright 2020 Tabitha K. Sherrod
ii
Acknowledgements
The journey of writing a dissertation has many paths, conductors, and some bumps in the
road before reaching the final destination—completion and defense. One of the most vital pieces
of that journey is undoubtedly the role of the dissertation chair. Dr. Maria Ott has provided me
with invaluable experience, vision, and confidence in directing my path in completing this study.
She kept my motivation up so I could complete this journey on time and complete it
successfully. My committee members, Dr. William Bewley and Dr. David Cash have been
additional conductors on this two-and-a-half-year journey. Dr. Bewley’s feedback and expertise
has provided me with the ability to see that sometimes my imperfections in writing or
discussions could make me that much stronger in the long run. Dr. Cash’s expertise and
experience in the field of K-12 education has helped shape my own vision of leadership and has
added immeasurable recommendations to both this study and my dissertation experience as a
whole. I was extremely fortunate to have a committee of experienced educators and experts in
their fields to guide me through this journey, and for that, I am thankful beyond measure.
This dissertation represents the end of the doctoral journey that would not have been
nearly as fruitful without the instruction and expertise of the faculty at the Rossiter School of
Education at the University of Southern California. The knowledge and support from so many
phenomenal faculty members such as Dr. Anthony Maddox, Dr. Jennifer Phillips, Dr. Patricia
Burch, Dr. Sourena Haj-Mohamadi, and Professor Lauren Yeoman, will stay with me throughout
the rest of my career and beyond. I am truly grateful to all of the USC Rossier faculty and staff
for this experience and journey. You are second to none in the education world.
This study would not have been possible without the support of the Mid-Southeast Public
School System, the Leader of Assessment and Accountability, and the leaders within the system
iii
who gave their time to allow me to conduct surveys and interviews. Their dedication to K-12
education and leadership is unmatched.
Completing this dissertation and getting through this program also would not have been
possible without my husband, Chip, who allowed me to have my space to work when I needed—
including giving up his office conference room many nights and Saturday mornings, who gave
me a shoulder to cry on when I became overwhelmed with work and school and so much else,
and who listened without judgment when I needed someone to talk to about anything and
everything. He has been the most patient and supportive partner I could have asked for these past
two and a half years.
Finally, to all of Cohort X—you have been a source of constant motivation, help, and
above all, friendship. We began this journey together in 2018, and although we have travelled
down different paths since that very first class and Immersion I, we have persevered and made it
to the end. Although our final semesters and graduation have been slightly interrupted by
COVID-19, that is just one more path we had to take to get to the end. I have a feeling we left a
lasting impression on USC. As you all finish your own journey or begin a new one, know that
you have provided me with support and friendship that words cannot express. Fight on!
iv
Table of Contents
Acknowledgements…………………………………………………………………………...…...ii
List of Tables…………………………………………………………………………………......vii
List of Figures…………………………………………………………………………………...viii
Abstract……………………………………………………………………………………..…….ix
Chapter 1: Overview of the Study....................................................................................................1
Introduction to the Problem......................................................................................1
Organizational Context and Mission........................................................................1
Organizational Performance Goal............................................................................3
Related Literature.....................................................................................................3
Importance of the Evaluation...................................................................................7
Description of Stakeholder Groups..........................................................................8
Stakeholder Performance Goals...............................................................................9
Stakeholder Group of Focus.....................................................................................9
Purpose of the Project and Questions......................................................................10
Methodological Approach and Rationale...............................................................11
Definitions..............................................................................................................13
Organization of the Study.......................................................................................14
Chapter 2: Review of the Literature................................................................................................15
Literature Review...................................................................................................15
Underrepresentation of Women in Educational Leadership...................................15
Barriers to Gender Equity in Educational Leadership............................................16
Gender Bias in Educational Leadership Roles............................................17
Lack of Mentoring and Networking Opportunities for Women..................18
Gender Based Stereotyping in Leadership Roles........................................19
Challenges to Career Advancement for Women in Educational Leadership..........21
The Clark and Estes Gap Analytic Conceptual Framework....................................22
Stakeholder Knowledge, Motivation, and Organizational Influences....................23
Knowledge and Skills.................................................................................23
Factual Knowledge: Basic leadership qualities and experience......24
Conceptual Knowledge: The varying paths and external
barriers to leadership for women....................................................25
Metacognitive Knowledge: Awareness of self-imposed barriers...27
Motivation..................................................................................................29
Self-efficacy theory........................................................................30
Expectancy value theory................................................................31
Organizational............................................................................................34
General theory................................................................................34
Stakeholder specific factors............................................................34
Lack of women leaders in K-12 education......................................35
v
Mentoring and networking for women leaders...............................35
Continued stereotyping of women leaders......................................36
Conceptual Framework..........................................................................................38
Conclusion............................................................................................................. 43
Chapter 3: Methodology.................................................................................................................44
Participating Stakeholders………………………………………………………..44
Survey Sampling Criteria and Rationale………………………………………….44
Interview Sampling Strategy and Rationale……………………………...45
Qualitative Data Collection and Instrumentation………………………………...47
Surveys…………………………………………………………………...48
Survey Instrument………………………………………………..48
Survey Procedures………………………………………………..48
Interviews………………………………………………………………...50
Interview Protocol………………………………………………..50
Interview Procedures……………………………………………..50
Credibility and Trustworthiness………………………………………………….51
Validity and Reliability…………………………………………………………..52
Role of Investigator………………………………………………………………53
Ethics……………………………………………………………………………..53
Chapter 4: Results and Findings…………………………………………………….……………56
Participating Stakeholders………………………………………………………..57
Determination of Assets and Needs………………………………………………58
Results and Findings.............................................................................................. 59
Results and Findings for Knowledge Causes…………………………………….59
Conceptual Knowledge..............................................................................60
Metacognitive Knowledge……………………………………………….67
Results and Findings for Motivation Causes…………………………………….69
Self-efficacy...............................................................................................70
Expectancy Value………………………………………………………...72
Results and Findings for Organization Causes…………………………………...75
Cultural Settings………………………………………………………….75
Cultural Model…………………………………………………………...79
Summary of Validated Influences………………………………………………..82
Knowledge……………………………………………………………….82
Motivation………………………………………………………………..83
Organization……………………………………………………………...83
Chapter 5: Recommendations and Evaluation……………………………………………………84
Recommendations for Practice to Address KMO Influences…………………….85
Knowledge Recommendations.…………………………………….…….85
Motivation Recommendations.……………………………………...…...91
Organization Recommendations…………………………………………95
Integrated Implementation and Evaluation Plan………………………………..100
Implementation and Evaluation Framework……………………………100
vi
Organizational Purpose, Need, and Expectations……………………….101
Level 4: Results and Leading Indicators………………………………..102
Level 3: Critical Behavior………………………………………………103
Level 2: Learning……………………………………………………….106
Level 1: Reaction………………………………………………………..111
Evaluation Tools……………………………………………………….. 112
Data Analysis and Reporting…………………………………………... 114
Summary………………………………………………………………..116
Strengths and Weaknesses of the Approach…………………………………….117
Limitations and Delimitations…………………………………………………..118
Future Research…………………………………………………………………120
Conclusion…………...……………………………………………………….... 120
References………………………………………………………………………………124
Appendices……………………………………………………………………………...133
Appendix A: Qualitative Survey………………………………………..133
Appendix B: Interview Protocol………………………………………...137
Appendix C: Leadership Workshop Series Course Evaluation Tool…...139
Appendix D: Leadership Workshop Series Self-Reflection Survey…….140
Appendix E: MSPSS Mentoring Program Completion Survey…………141
Appendix F: General Demographic Information for Participants………142

vii
LIST OF TABLES
Table 1: Organizational Mission, Global Goal, and Stakeholder Performance Goals………...……9
Table 2: Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis………...28
Table 3: Motivational Influences for Motivational Gap Analysis………………………………...33
Table 4: Organizational Influences for Organizational Gap Analysis……………………………37
Table 5: Sampling Strategy and Timeline of the Study…………………………………………..46
Table 6: Survey Results for Leadership Positions Held by Participants………………………….62
Table 7: Survey Results for Self-Efficacy in Confidence in Leadership Ability…………………70
Table 8: Survey Results for Expectancy Value in Mentoring……………………………………73
Table 9: Survey Results on Gender-Based Stereotyping within MSPSS…………………………80
Table 10: Knowledge Assets and Needs as Determined by the Data…………………………….82
Table 11: Motivation Assets and Needs as Determined by the Data……………………………..83
Table 12: Organization Assets and Needs as Determined by the Data…………………………..83
Table 13: Summary of Knowledge Influences and Recommendations…………………………..86
Table 14: Summary of Motivation Influences and Recommendations…………………………..92
Table 15: Summary of Organization Influences and Recommendations…………………………96
Table 16: Outcomes, Metrics, and Methods for External and Internal Outcomes……………….102
Table 17: Critical Behaviors, Methods, and Timing for Evaluation…………………………….103
Table 18: Required Drivers to Support Critical Behaviors……………………………………..104
Table 19: Evaluation of the Components of Learning for the Program…………………………110
Table 20: Components to Measure Reactions to the Program…………………………………..111

viii
LIST OF FIGURES
Figure 1: Interaction of Stakeholder Knowledge and Motivation within
Organizational Cultural Models and Settings……………………………………………………40
Figure 2: Survey Results from the Leadership Workshop Series Evaluation…………………..114
Figure 3: Results from Self-Reflection Survey…………………………………………………115
Figure 4: Results from Mentoring Program Survey……………………………………………116

ix
Abstract
This dissertation examined the knowledge, motivation, and organizational influences
surrounding gender equity issues in K-12 education leadership through an evaluation study of the
Mid-Southeast Public School System, a mid-sized public school district within the southeastern
United States. The catalyst for this study centered on having 35% of the leadership positions
within MSPSS to be held by qualified female leaders. The framework guiding the study was the
Clark and Estes (2008) Gap Analytic Framework. This framework, along with the review of
literature, was used to identify factors affecting gender equity in K-12 leadership including
factors surrounding knowledge, motivation, and organization influences. The research
methodology was a qualitative approach using a survey containing qualitative questions and
follow-up qualitative interviews. Thirty female leaders within MSPSS received the qualitative
survey and 24 completed it, resulting in a participation rate of 80%. Of the 24 participants who
completed the survey, seven were interviewed with follow-up questions regarding leadership and
gender equity. Data analysis suggests that female leaders require the knowledge of how to
navigate leadership career paths within education while also working to overcome both external
and self-imposed barriers while advancing in their careers. Recommendations address the needs
identified through data collection and analysis, and a plan following the New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2016) was developed. The plan centers around developing a
two-phase program with a leadership workshop series that culminates in participation in a
mentoring program within MSPSS.

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CHAPTER ONE: OVERVIEW OF THE STUDY
Introduction to the Problem
Nearly 75% of educators in the United States today are women; however, the same
cannot be said for the number of women in leadership positions in education (Dowell & Larwin,
2013). According to a study from the American Association of School Administrators, in 2013
only 23% of superintendents in the United States were women, showing only an 11% total
increase from the previous ten years and a 0.7% increase per year (Wallace, 2014; Kowalski,
McCord, Petersen, Young, & Ellerson, 2011). There are multiple barriers that affect whether or
not women choose to pursue leadership careers in education—the lack of mentoring for aspiring
female leaders, gender bias, and chosen career paths are some of these barriers (Dowell &
Larwin, 2013). When women are not advancing their careers in education beyond the classroom
setting, this can hinder schools and districts in working towards transformational, change-based
leadership that can positively impact their overall goals (Dowell & Larwin, 2013). If these
schools and districts are unable to make needed changes within their leadership roles, other
problems such as teacher turnover, discipline rates, and accountability issues could see increases
due to inadequate leadership at the school and district levels. With such high-stakes being tied to
leadership in K-12 schools, the issue of gender equity in educational leadership must be
addressed where more women aspire to be in leadership positions and where they are employed
in these leadership positions.
Organizational Context and Mission
In order to conduct a study of the issues surrounding gender equity in the leadership of K-
12 schools and districts, the Mid-Southeast Public School System (pseudonym), a mid-sized
school district within the southeastern United States, was evaluated. According to the website of
2
the Mid-Southeast Public School System (MSPSS), the district serves approximately 13,000
students in grades pre-kindergarten through high school within the system’s 23 schools. In order
to better serve those students, the mission of the MSPSS as stated on the district’s website is to
prepare all students to be college and career ready and for those students to effectively solve
problems by acquiring the knowledge needed to become productive citizens. One factor that may
directly affect the success of MSPSS is the makeup of the district and school level leadership
teams.
Within the system, there are 74 administrators at the school and district levels (State
Report Card, 2018). Among those administrators, there are principals and assistant principals at
most of the district’s schools. According to the MSPSS website, there are currently 24 principals
and 24 assistant principals, with some schools having only a principal and some having multiple
assistant principals. Additionally, there are 27 instructional coaches and academic coordinators
who are considered part of the school-level leadership teams, bringing the total number of
leaders within the district to 101. Among the system-wide administrators listed on the district
website, there are only 17 females at the middle/high school level and the district level in the
position of principal or assistant principal, which is 22% of the total number of administrators.
The percentage of female leaders at the middle school, high school, and district levels at the
study site is lower than what research has shown for nationwide percentages at the district,
middle, and high school levels, which are 23%, 40%, and 33%, respectively (Kowalski et al.,
2011; United States Department of Education, 2017). Although MSPSS has close to the national
average in some areas of leadership, others are still lacking in the number of female leaders in
various positions at the school and district levels. It is due to these below-average statistics that
MSPSS is being used as a research site for a study on gender equity in educational leadership.
3
Organizational Performance Goal
Successfully fulfilling the mission of MSPSS requires leadership teams who can work to
prepare students in the district to be college and career ready. It is imperative that the makeup of
the district and school leadership teams is diverse and equitable. However, significant progress
must first be made toward gender equity to be able to build more effective leadership teams. In
order to ensure this occurs, a district leadership team consisting of the superintendent, chief
academic officer, instructional leadership director, and representatives from individual schools
have committed to restructuring the administrative teams at the middle school, high school, and
district levels by the fall of 2021. It is the goal of the organization that at least 35% of the total
leadership positions in each of these levels are held by qualified female leaders. Based on current
data, this would increase the total number of women in leadership and administration in MSPSS
by 15%, which is 10% more than the national averages (Mid-Southeast Public School System,
2019; Kowalski et al., 2011; United States Department of Education, 2017). The goal of 35%
was chosen for its reasonable attainability and for its slight increase over the national average of
approximately 30% for the aforementioned leadership positions. Additionally, by the summer of
2020, the leadership team of MSPSS will develop a mentoring and leadership program to work
directly with aspiring female leaders in order to increase their knowledge of school and district
leadership so that they will be better prepared to be involved as leaders in MSPSS. Currently, no
such program exists in MSPSS; therefore, the creation of this program will help in achieving the
goal to increase female leadership in the system.
Related Literature
There are numerous reasons for the low numbers of women in leadership positions
including a lack of mentoring for aspiring female leaders, gender bias, and inadequate leadership
4
career paths for women (Dowell & Larwin, 2013). The multi-faceted problem of gender equity
in K-12 schools has the potential to create numerous related issues within the realm of education.
In schools, the largest stakeholder group is the students, and in order to meet their needs there
must be strong leaders in place, including both men and women, so that the missions and goals
of all involved can be successfully achieved. In order to do this, it is necessary that the current
leadership and school boards of these districts reexamine roles and take ownership of building
strong leadership teams. Changes can begin by addressing the barriers related to the lack of
women in these leadership roles.
Although the majority of educators today are women, they are underrepresented in
leadership roles within K-12 schools and school districts. The underrepresentation of female
superintendents in public schools, although improving, is still persisting (Wyland, 2016).
According to Sperandio (2015), 66% of educational leaders follow the traditional path of
secondary teacher to secondary administrator to district office/superintendent. This statistic
includes both men and women; however, only 30% of high school principals are women, and
this is the most common stepping stone to the district superintendent position (Kruse & Krumm,
2016). However, this underrepresentation is not often referred to due to gender bias found in the
literature surrounding educational leadership, and there are numerous reasons for the low number
of women in educational leadership.
Gender bias plays a significant role in multiple areas of K-12 educational leadership
including the hiring of female leaders, compensation of female leaders, and the perception others
have of female leaders. Connell, Cobia, and Hodge (2015) found that gender bias existed among
the community members and male colleagues. Some challenges centered on the relationship
female leaders shared with the community members. Many women believed that they did not
5
share the same networking relationship with town leaders as their male colleagues had
experienced. Participants in the mixed-methods study by Connell et al. (2015) expressed that
they felt they must be less assertive and aggressive than male colleagues when dealing with
negotiations or contract discussions. This same lack of support and gender bias has also caused
school boards to be less receptive to a female leader over a male leader.
An additional factor affecting women leaders and their pursuit of career advancement in
leadership is the lack of mentoring and networking opportunities, as well as the lack of these
opportunities that are specifically geared toward women. According to Umpstead, Hoffman, and
Pehrsson (2015), mentoring is the most important factor in developing women leaders in
education. Muñoz, Mills, Pankake, and Whaley (2014) found that due to the lower number of
females in leadership roles, many women could not find mentors when seeking one (Muñoz et
al., 2014). This factor significantly affects women in leadership since a mentor can be a bridge
between a potential leadership candidate and a school board or a networking connection.
Sampson, Gresham, Applewhite, and Roberts (2015) conducted an exploratory research study
and found that the difference between male and female mentoring and networking are key factors
in gaining access to leadership roles. This difference has affected the advancement of women to
leadership roles due to the nature of their mentoring opportunities. When there is a lack of
mentors for women, they may hesitate when looking to advance their careers in leadership.
Additionally, the lack of women mentors for other women leaders has affected how they balance
the responsibilities of their leadership roles.
In addition to gender bias and fewer mentoring opportunities, women still face additional
barriers to gender equity and career advancement in K-12 educational leadership. One of the
most common issues surrounding how women choose whether or not to advance their careers is
6
finding a balance between work and personal life (Allred, Maxwell, & Skrla, 2017). The
structure of leadership positions and the balance of family and work are factors affecting women
advancing to leadership roles. Research reveals that when the job structure of a leadership role
requires women to dedicate 50 or more hours per week, they often hesitate to pursue these roles
due to time it would take away from their families (Hickey-Gramke, 2007). Research also shows
that women often impose barriers on themselves. Women sometimes do not pursue degrees in
typical leadership programs and often are more accustomed to working with students over adults
and are more comfortable in these roles, which can sometimes contribute to their hesitation in
leadership roles (Duevel, Nashman-Smith, & Stern, 2015). This delicate balance between work
and personal life, as well as the hesitation to pursue leadership degrees due to the aforementioned
reasons, all contribute to the low number of women aspiring to leadership positions.
In addition to self-imposed barriers, there are other factors surrounding why women may
or may not pursue leadership. Timing, career and educational preparation, planning, and career
paths all affect when and if women choose to pursue leadership roles in education (Hoff &
Mitchell, 2008). One of the more interesting points found in the study by Hoff and Mitchell
(2008) is that although women complete the advanced degrees and administrative certification
needed to advance to leadership roles, they do not use these degrees and certifications or wait to
use them until after they have started and raised a family. This reflects back to one of the main
factors of balancing work and family responsibilities previously mentioned. According to
Derrington and Sharratt (2009), these barriers cause women to balance more than one set of
expectations. They must balance both a role-related expectation in leadership and the gender-
related expectations associate with their identity as women (Derrington & Sharratt, 2009). These
7
and other barriers faced by women in education today can thwart their advancement to leadership
positions, which may adversely affect schools, districts, and their overall leadership.
Importance of the Evaluation
The problem of gender equity in educational leadership is important to solve for a variety
of reasons. In assessing the research and literature on gender equity issues in K-12 education, it
is clear that there are continuing issues that are facing women in advancing their leadership
careers. In order to combat the underrepresentation of women in educational leadership, it is vital
to address some of the major issues surrounding gender equity. Continued gender discrimination
and bias, as well as the lack of mentoring opportunities, are pushing women away from pursing
leadership roles. If there are fewer women in leadership, there will be fewer mentors ready to
work with aspiring female educational leaders, thus creating more barriers to the path to
leadership for women (Sampson et al., 2015). Moreover, if educational organizations continue to
ignore these issues, there will be a continued existence of gender discrimination, bias, and
stereotyping, which will continue to create barriers to leadership (Rhee & Sigler, 2015). Without
women in the leadership pipeline, their perspective and leadership are underrepresented in site
and district leadership roles. Although the question of the best way to do this persists, an
additional factor that was viewed as a barrier could be reversed to make it something that could
be used to work closer to achieving gender equity.
The lack of mentors and mentoring programs tailored to meet the needs of aspiring
women leaders is considered a barrier to their career advancement; however, it can be the one
factor that can help to work toward equity and eliminate the other barriers. Fortunately, this has
also come to light among various educational organizations such as The American Association
of School Superintendents (AASA), which began an initiative in 2015 to help build more
8
networks of and for women leaders in K-12 education (American Association of School
Superintendents/AASA, The School Superintendents Association, 2018). There are also
programs and individuals who are working to make women in educational leadership a more
common occurrence by utilizing undergraduate and graduate programs to build leadership skill
among aspiring female leaders. In an article by Sherman, Beaty, Crum, and Peters (2010), the
authors detail their own struggles as women leaders and analyze them to determine their
significance. If more current women in leadership worked to show their own struggles, such as
these women have done, aspiring female leaders may feel more confidence to approach them to
be mentees and feel more confident to pursue leadership roles. However, the key to mentoring
potential leaders lies more within school districts than anywhere else. When mentors come from
within aspiring leaders’ own schools or districts, the aspiring leaders can identify with them
easier and more often than if they come from outside these areas (Shakeshaft, Brown, Irby,
Grogan, & Ballenger, 2007; Dunbar & Kinnersley, 2011). By creating formal mentoring
programs within schools and districts, both current and aspiring female leaders will have access
to the support they need in both leadership and in balancing their careers and their personal life.
It is within this creation of mentoring programs and allowing mentoring opportunities for women
leaders that will start the journey toward gender equity in K-12 educational leadership.
Description of Stakeholder Groups
The two main stakeholder groups who directly contribute to the mission and goal of
MSPSS and who stand to benefit from the achievement of this goal are the population of
identified current women leaders within the MSPSS school district and aspiring female leaders
within MSPSS. An additional stakeholder group includes the current district leaders, who stand
to benefit from the knowledge and skill of the potential new leaders.
9
Stakeholder Performance Goals

Table 1.
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The mission of the Mid-Southeast Public School System (MSPSS) is to prepare all students to be
college and career ready and for those students to be able to effectively solve problems by
acquiring the knowledge needed to become productive citizens
Organizational Performance Goal
By the fall of 2021, 35% of the leadership positions within MSPSS will be held by qualified
female educators
Aspiring Female Leaders Current Female Leaders Current District Leadership
By the fall of 2021, 75% of the
identified aspiring female
leaders will become involved
with the mentoring and
leadership program, and they
will be part of the MSPSS
leadership team on various
levels.
By the summer of 2020,
current female leaders will
work with the district
leadership team to develop a
mentoring leadership program
directed toward aspiring
female leaders within MSPSS.

By the summer of 2020, the
current district leadership team
will develop a mentoring and
leadership program directed
toward aspiring female leaders
within MSPSS.

Stakeholder Group of Focus
Although a complete analysis would involve all of the aforementioned stakeholder
groups since all groups contribute to the organizational goals and mission, the group of focus for
this study was the current female leaders within the MSPSS district. They were chosen as the
group of focus because their position allows them to achieve both the stakeholder goal and
achieve movement toward the success of the organizational performance goal. The stakeholders’
goal is that by the summer of 2020, current female leaders will work with the district leadership
team to develop a mentoring leadership program directed toward aspiring female leaders within
MSPSS. Failure to accomplish this goal could potentially lead to a decrease in the number of
female leaders in MSPSS and in the number of current female educators who aspire to leadership
10
positions. By using current female leaders as the stakeholder group of focus, the researcher will
be able to identify current leadership needs that will help MSPSS achieve the organizational
goal. Additionally, by using the current female leaders as the sole stakeholder group of focus
there can be attention given to this group within the context of the recommendations of creating a
mentoring program to also assist the aspiring female leaders within this program, thus creating a
path to reach the original goal of the organization.
Purpose of the Project and Questions
This project conducted a needs analysis in the areas of knowledge and skill, motivation,
and organizational resources necessary to reach the organizational performance goal of 35% of
MSPSS leadership positions being held by qualified female educators. The analysis began by
generating a list of needs and then moved to examining these systematically to focus on actual or
validated needs. While a complete needs analysis would focus on all stakeholders, for practical
purposes the stakeholder focused on in this analysis was current female leaders within MSPSS.
As such, the questions that guide this study are the following:
1. What are the knowledge, motivation, and organizational needs required for Mid-
Southeast Public School System (MSPSS) to achieve 35% of district and school level
leadership roles being held by qualified female educators by the fall of 2021?
2. What are the knowledge, motivation, and organizational elements present in MSPSS
to foster an environment within MSPSS for current female leaders to obtain higher
leadership positions and assist aspiring leaders through mentoring and networking
solutions?
11
3. What is the interaction between organizational culture and context and the current
female leaders’ knowledge and motivation to work toward the goal of obtaining
advanced leadership positions?
4. What are the recommended knowledge, motivation, and organizational solutions to
these needs?
Methodological Approach and Rationale
The driving force behind this study was the research questions that explore the
knowledge, motivation, and organizational influences related to gender equity issues in K-12
educational leadership. By using the Clark and Estes (2008) gap analysis framework, this study
took the form of an evaluation dissertation model in order to determine goals, influences, and
factors affecting the stakeholder group. Using existing research to apply to the knowledge,
motivation, and organizational (KMO) goals and solutions that are found within the gap analysis
model supports the later chapters in this dissertation and is consistent with the process described
in Clark and Estes (2008). In order to conduct this study, a qualitative approach was used,
following the designs described by Creswell and Creswell (2018).
The qualitative methods used consisted of a qualitative survey of current female leaders
with MSPSS, and from the participants of this survey, a random selection of seven participants
were interviewed (Creswell & Creswell, 2018). Qualitative research consists of determining how
individuals view their world and the experiences they have in it (Merriam & Tisdell, 2016;
Creswell & Creswell, 2018). This method involves multiple sources of data collection in order to
determine these views and experiences (Maxwell, 2013; Creswell & Creswell, 2018). The initial
survey asked questions related to topics such as ability levels, experience, education, and
leadership positions in order to get a better overview of the current female leaders within
12
MSPSS. From the data obtained during this phase, a sample of participants was selected for
further interviews. By using qualitative survey questions and face-to-face interviews the results
provided a more in-depth look into the issues of gender equity within MSPSS (Creswell &
Creswell, 2018).
By using qualitative research and questions with a smaller sample population, a more
detailed explanation and meaning related to the original research questions were obtained
(McEwan & McEwan, 2003). Also, the qualitative methods used gave more detail to the
question of gender equity and gender bias within MSPSS and how that has affected the
stakeholder group of aspiring female leaders. The questions in the survey and interviews
addressed the questions developed through KMO research in existing literature. The goal of
using a qualitative research approach was to determine any KMO gaps and influences that
affected women in leadership and how they obtained leadership positions.
In choosing this type of research design, I considered my own worldview and
perspective. As someone who has a transformative worldview, I intertwine my research with
relevant social issues, such as women in leadership, and use that world view to drive my research
to make a social change in society (Creswell & Creswell, 2018). Since the focal point of my
study was the inequity faced by women in leadership positions and women who aspire to obtain
a leadership position, my transformative worldview lent itself to be a voice for the participants
and for reform in leadership in education, as well as other industries (Creswell & Creswell,
2018). By using a qualitative research design, I was able to use data that I collected to present a
more detailed view of what affects women in leadership roles.
Although there is an extensive amount of research on gender equity in business and the
private sector, the amount of research on gender issues in K-12 education is scarce. The number
13
of studies that are written from a female perspective tends to be even smaller due to the field of
leaders still being overwhelmingly male (Shakeshaft, et al., 2007). This gap between the number
of women in education and the number of women in educational leadership was the initial
driving force behind this study. In order to address this gap, using a qualitative approach was
necessary to be as detailed as possible in determining the variables affecting women in
leadership roles and why they do or do not pursue leadership roles as often as male colleagues.
This research design aligned to the overall purpose of the study and assisted in answering the
research questions and determining the gaps in the knowledge, motivation, and organizational
influences so the organizational performance goal of 35% of MSPSS leadership positions being
held by qualified female leaders can be reached by the fall of 2021.
Definitions
The following terms are utilized throughout the following chapters of this study;
therefore, definitions from relevant literature provide clear explanations of the meaning and use
within this dissertation. Although some terms used may be defined and applied in various ways,
the definitions used in this list provide the meaning of the term as it is related to this study.
Conceptual knowledge: Understanding the relationships between the elements of knowledge,
how those elements work together, and how those relationships interact (Krathwohl,
2002).
Expectancy value theory: The likelihood that the behavior and achievement-related choices of
individuals will have a successful outcome; a comprehensive model linking achievement-
related choices to expectations (Eccles, 2006).
Factual knowledge: Elements within a discipline that are required for a particular career or field
and the knowledge used to solve problems within that field (Krathwohl, 2002).
14
Gender equity: Ensuring that all genders receive the support and resources needed to become
successful in their chosen field or career (Rhee & Sigler, 2015).
Metacognitive knowledge: Ability to be aware of one’s own mind and cognitive function
(Krathwohl, 2002).
Procedural knowledge: The steps and knowledge of the proper technique of how to do
something (Krathwohl, 2002).
Self-efficacy theory: The foundation for motivation and the self-regulation that creates a
functional self-awareness during a reflective process; self-perceptions that individuals
hold regarding their capabilities to learn or to perform at designated levels (Pajares, 2006;
Bandura 2005).
Organization of the Study
This study is organized into five chapters that encompass the overall goal of MSPSS to
have 35% of the leadership positions within the district held by qualified female educators.
Included in these five chapters are the knowledge, motivation, and organizational influences
related to this organizational goal. Chapter One contains the problem of practice related to
gender equity within the leadership of MSPSS schools and the school district. Chapter Two
introduces the gap analysis framework developed by Clark and Estes (2008), as well as the
review of literature related to the KMO influences within the framework. The research
methodology used in this this study is outlined in Chapter Three. Chapter Three also includes the
sampling, instrumentation, research design, analysis, and limitations of the study. The data
collection results and discussion of the findings are found in Chapter Four. Chapter Five contains
the recommended steps to achieving the overall goal of MSPSS.

15
CHAPTER TWO: REVIEW OF THE LITERATURE
Literature Review
Chapter Two provides a literature review addressing the issues surrounding gender equity
gaps in K-12 educational leadership. Various barriers, including the lack of mentoring for
aspiring female leaders, gender bias, and chosen career paths, have a negative impact on the
number of women in K-12 leadership and the number of women aspiring to leadership within
their schools and districts (Dowell & Larwin, 2013). The beginning of this review presents an in-
depth discussion of the general literature surrounding the underrepresentation of women in
educational leadership. Additionally, this chapter includes an in-depth analysis and synthesis of
literature surrounding the most common barriers women face on the path to leadership in
education, as well as barriers they face while in leadership positions at the school and district
levels. This is followed by an examination of the knowledge, motivation, and organizational
influences from the Clark and Estes (2008) gap analysis framework and how these influences
contribute to reasons why fewer women follow the path to leadership in K-12 schools and
districts.
Underrepresentation of Women in Educational Leadership
The underrepresentation of women in educational leadership is an issue that has occurred
throughout the history of K-12 schools and continues in today’s schools and school districts.
Although the majority of K-12 educators in the United State are female, the same cannot be said
for the number of women in leadership positions. Studies show that approximately 75% of K-12
educators are women; however, of that large percentage, only 22% of these women hold a
leadership position such as district superintendent (Dowell & Larwin, 2013). Additionally, these
16
low numbers of women in leadership positions reflect the national trend of women advancing to
district level leadership positions over the past twenty years.
From 2000 to 2013, the number of female superintendents in K-12 school districts
throughout the United States increased by only 11% (Kowalski et al., 2011). According to a
recent study conducted by The School Superintendents Association, also known as the AASA,
male respondents in the study outnumbered female respondents by a ratio slightly less than four-
to-one, which shows a continued slow growth in the number of female superintendents when
compared to previous statistics (Finnan & McCord, 2018). While there has been growth shown
in studies done in recent years, the trend in the number of female superintendents in the United
States still appears to be at a rate that is significantly slower than that of their male counterparts
(Kowalski et al., 2011; Finnan & McCord, 2018).
This slow increase may be attributed to the number of women leaders who choose the
typical career path to higher leadership roles. According to Sperandio (2015), 66% of
educational leaders follow the traditional path of secondary teacher to principal to district office
personnel or superintendent. While this statistic includes both men and women, only 30% of high
school principals are female (Sperandio, 2015). It is perhaps due to this low number of women in
a secondary school leadership position that affects the lower number of female superintendents
in some districts. In reviewing these statistics and the research surrounding them, various reasons
emerge as to why women are not in leadership positions and why gender equity is still a relevant
issue in K-12 education.
Barriers to Gender Equity in Educational Leadership
There are multiple barriers that present themselves when studying the issues surrounding
gender equity in educational leadership, including gender bias, lack of mentoring and networking
17
opportunities, and gender-based stereotyping. Women often report experiencing gender biases
and prejudice when they are working toward leadership roles and when they are in leadership
roles (Duncan, 2013). This is, in part, due to the labeling of teaching as a female profession,
which led to the denial of access to leadership roles for women (Weiner & Burton, 2016).
According to Weiner and Burton (2016), this continued gender bias has continued to reinforce
stereotypes of women as weaker rather than mitigate those stereotypes and show women as
capable leaders in their fields.
Gender Bias in Educational Leadership Roles
Gender bias plays a significant role in multiple areas of K-12 educational leadership
including the hiring of female leaders, compensation of female leaders, and the perception others
have of female leaders. According to Connell et al. (2015), the issue of gender bias in preventing
women’s advancement to leadership roles is found in both the district itself and outside in the
surrounding community. There is a belief that women lack the community networking that is
available to their male counterparts—often referred to as an “old boys club” where males receive
more mentoring, positive relationships, and support (Weiner & Burton, 2016). Additionally, in
the study performed by Connell et al. (2015), this lack of networking caused many women to
lower the standards they held for aggressiveness and assertiveness when dealing with the outside
community or negotiations for the district. The same lack of support has spilled over from the
outside community to school boards in their hiring practices, as well. School boards are hesitant
to hire women as leaders due to the existing stereotypes of women as non-aggressive caretakers,
which is not a role that school boards see as being a management quality (Wallace, 2014;
Duncan, 2013). In other cases, women have noted that school boards do not work as easily with
women as they do men simply because they are not used to working with women in a higher
18
level leadership role (Wallace, 2014). This perception may also be the cause of the salary gap
between male and female educational leaders.
According to studies done by Dowell and Larwin (2013), female superintendents make
an average of 6% less than male superintendents do even when the qualifications, job
descriptions, and experience are similar or equal. However, a more recent study conducted by
Finnan and McCord (2018) notes that salaries between genders do not significantly differ. The
caveat to this study is that the response rate in some of these districts was limited, therefore
making it difficult to determine any trends in salary differences (Finnan & McCord, 2018).
Overall, there is a significant impact on female leadership roles when gender bias is considered.
In addition to this, another prominent factor affecting the number of women in leadership roles is
the lack of mentoring opportunities.
Lack of Mentoring and Networking Opportunities for Women
The lack of mentoring and networking opportunities is another barrier that aspiring
women leaders and current women leaders face. One of the most important factors in helping
women work toward and obtain leadership positions are opportunities to have mentors and
network with other leaders (Umpstead et al., 2015). According to Weiner & Burton (2016), this
lack of mentoring begins in the early stages of principal preparation programs due to the issue of
gender bias and other barriers not adequately addressed. However, if initiated effectively, site-
based mentorship in these preparation programs can lead to more effective principal candidates
(Bowser, Hux, McBride, Nichols, & Nichols, 2014). Mentoring within principal and leader
preparation programs is just one step leading to more mentoring programs for women.
Interestingly enough, women tend to hold more advanced degrees than men who seek a
higher administrative position according to Brunner and Kim (2010), so this begs the question of
19
why these women are not always pursuing higher leadership positions. To answer this question,
Brunner and Kim (2010) point out that although women administrators do use mentorships and
networking more than male administrators, there are still factors affecting the number and quality
of those mentoring programs available to women. Wallace (2014) stresses that quality mentoring
programs create more effective leaders, and for women in the field of education, this mentoring
is especially effective when it comes from other women leaders in the same field. According to
Block and Tietjen-Smith (2016), advancing women to more varied leadership roles in education
will ultimately lead to more available mentors for aspiring women leaders. Mentors themselves
are considered educational leaders, so it is natural that this type of program would help aspiring
women leaders fine tune their own leadership skills through an effective network of mentors
(Thornton, 2014). These types of programs are vital due to the need for more female mentors in
leadership programs and within school districts that are working to increase the number of
women in leadership roles and creating more potential leaders within the district.
According to Muñoz et al. (2014) having a mentor is vital to bridging the gap between
being a potential leadership candidate and obtaining the desired leadership position. It is also
important to note that men are also important mentors to women; however, they may not have
access to the same perspectives and experiences that other women who have already found their
place in leadership obtain through their own path (Block & Tietjen-Smith, 2016). Even if strides
are made in mentoring and networking, there are still more barriers to gender equity in leadership
that exist in the field of K-12 education.
Gender based Stereotyping in Leadership Roles
Gender-based stereotyping in leadership roles is an issue that also exists in K-12
educational leadership and has caused additional difficulties for aspiring women leaders. There
20
are still existing stereotypes that women face on a daily basis in the field of education, especially
within leadership roles (Wrushen & Sherman, 2008; Hoff & Mitchell, 2008). However, the type
of leadership needed in education is changing. Stereotyping of how gender and leadership are
interrelated does not have to have negative connotations (Pounder & Coleman, 2002).
Transformational leadership, which can be defined as having a style where leaders encourage
and work with others in order to collaborate toward a more driven and innovative future for an
organization, is becoming more prominent in education, and this type of leadership style is often
associated with female leaders (Pounder & Coleman, 2002). In fact, many women leaders have
discussed the importance of transformational leadership and change, as well as the importance of
collaboration, which is also a part of the characteristics of a transformational leader (Wong,
McKey, & Baxter, 2018). However, even with the changes in the types of leadership needed in
K-12 education, gender-based stereotypes still exist.
Hoff and Mitchell (2008) note that the societal concept of gender norms for masculine
and feminine behavior limit what is the “appropriate” role for those genders. The roles are often
at polar opposites, which reflects in the hiring practices, working relationships, and perceived
abilities of leaders (Hoff & Mitchell, 2008). This stereotyping caused women to be seen as
caretakers over leaders, which left many female educators as classroom teachers and denied them
access to any higher leadership role in the past (Weiner & Burton, 2016). This has somewhat
continued into today’s K-12 world of education with the implicit stereotype that women hold on
themselves about work-family balance and how to make sure family and work are two separate
entities within their lives (Weiner & Burton, 2016). Due to these stereotypes and biases, women
still face challenges on their career path to leadership roles.

21
Challenges in Career Advancement for Women in Educational Leadership
In addition to gender bias, stereotyping, and fewer mentoring opportunities, women face
more barriers to gender equity and career advancement in K-12 educational leadership. One of
these barriers deals with the challenges women face in choosing the path to advance their career
in leadership. Timing, career and educational preparation, planning, and career paths all affect
when and if women choose to pursue leadership roles in education (Hoff & Mitchell, 2008). In
comparing men’s and women’s career paths, the path and jobs each have look quite different.
Men often begin their careers in secondary education as a teacher and coach, which often leads
them directly to an assistant principal or principal position within a few years (Brunner & Kim,
2010). Once they have experience in one of those positions, they move to an assistant
superintendent or directly to superintendent (Brunner & Kim, 2010). There is a clear and direct
path in most cases; however, this is not always the case with the career path of women educators.
Women often move from a secondary position to a secondary principal or a
director/coordinator position within a school or district; then their path would take them to a
position as an assistant superintendent or full superintendent (Brunner & Kim, 2010). In women
who are elementary educators, the path is even less direct. Some paths move female elementary
educators from classroom teacher to club advisor to principal to secondary level principal, to a
director position, and finally to an assistant superintendent or superintendent position (Brunner &
Kim, 2010). Unlike their male counterparts, there is no direct path to the superintendency for
women who aspire to leadership in many cases. According to Brunner and Kim (2010), this
exclusion from a direct path to superintendent or even a central office position causes some
women to stop attempting to advance their career into leadership positions, regardless of whether
they have prepared for the position with degrees or years of experience.
22
The Clark and Estes (2008) Gap Analytic Conceptual Framework
This study is framed around the analytic framework by Clark and Estes (2008) that
identifies performance goals of an organization and its stakeholders and then determines the gap
between those goals and the level of performance. In order to determine this gap, this framework
provides methods to examine the knowledge, motivation, and organizational influences that
affect the aforementioned gap (Clark and Estes, 2008). When analyzing the knowledge and skill
sets for educational leadership, there are four knowledge types to address. Krathwohl (2002) lists
these as factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive
knowledge. In analyzing the motivational influences, the analysis is based on interests, beliefs,
attributions, goals, and social partnerships, which all work to achieve the personal and
professional goals of individuals, as well as the goals set forth by the involved organizations
(Mayer, 2011). Additionally, there are four components of motivation, which are personal,
activating, energizing, and directed (Mayer, 2011). This study focused on the specific theories of
self-efficacy and expectancy value, which lend themselves to determine factors such as self-
regulation and the value individuals place on achieving high expectations for performance
success (Pajares, 2006; Bandura, 2005; Eccles, 2006).
Clark and Estes’ (2008) gap analysis framework was used to examine the knowledge and
skill sets that contribute to reasons why fewer women become educational leaders when
compared to their male counterparts, as well as any organizational factors that may influence this
issue in gender equity that is present in a primarily female-dominated field (Bollinger & Grady,
2018). The knowledge and skills influences that affect the stakeholder performance goals make
up the first section. Motivational influences on stakeholder goals were examined following the
analysis of the knowledge and skills influences. Finally, influences at the organizational level
23
were also examined. Each of these influences affecting stakeholder goals are addressed in the
methodology discussion in Chapter Three.
Stakeholder Knowledge, Motivation, & Organizational Influences
Knowledge and Skills
There is a lack of women in leadership in the area of K-12 education even though
education is primarily a female-dominated field (Bollinger & Grady, 2018). In order to
determine why this occurs in K-12 education, it is necessary to examine the knowledge and skill
sets that contribute to reasons why fewer women become educational leaders when compared to
their male counterparts. It is essential to determine what knowledge and skills aspiring female
leaders have, as well as the knowledge and skills they need in order to become effective leaders
within K-12 education (Clark and Estes, 2008). According to Sperandio (2015), the knowledge
and skills required to become effective leaders directly relates to whether or not aspiring female
leaders have followed the typical career path needed to obtain leadership positions within their
schools and districts. Bernal et al. (2017) posit that there is no significant difference between
male and female leaders in regard to training and expertise; however, there are other knowledge
and skill concerns that do relate to the gender equity issues in educational leadership that require
deeper analysis.
When analyzing the knowledge and skill sets for educational leadership, there are four
knowledge types to address. Krathwohl (2002) lists these as factual knowledge, conceptual
knowledge, procedural knowledge, and metacognitive knowledge. Factual knowledge is
understanding how to become acquainted with a particular field or knowing the skills needed to
work within that field using the basic factual elements related to that specific discipline
(Krathwohl, 2002). Conceptual knowledge concerns the basic elements within a larger structure
24
and how those relationships function together (Krathwhol, 2002). Krathwohl (2002) defines
procedural knowledge as the criteria, steps, methods, and knowledge of how to do something or
how to determine the proper techniques and methods to accomplish the task. Lastly,
metacognitive knowledge is being aware of oneself and the knowledge of how one’s own mind
and cognition function (Krathwohl, 2002). Using these four knowledge types can help address
the stakeholder goals and organizational goals of having an increased number of women
involved in K-12 educational leadership.
Factual knowledge: Basic leadership qualities and experience. Knowing the
leadership qualities and experience needed to become a leader in K-12 education is vital to being
considered for a leadership position at either the school level or the district level. It is within
these qualities that aspiring women leaders will be able to understand the requirements for a
position in school or district leadership. In fact, the National Association of Secondary School
Principals (NASSP) has established a much-used leadership model that details the most
important leadership characteristics needed for school and district leaders. The model, called
“Selecting and Developing the 21
st
Century Principal” has become one of the most used models
in leadership development programs within districts to make sure their leaders are effective. This
is done by evaluating a certain skill set related to leadership ability, which evaluates skills such
as instructional direction, judgement, results orientation, organizational ability, and
communication (Buckner & Flanary, 1997). Aspiring women leaders must exhibit these qualities
outwardly in order to be seen as an effective educational leader (Stufft & Coyne, 2009). As noted
in Sampson (2018), female educational leaders express that they sometimes have to work harder
to achieve their goals/trust within the community, faculty, and with the school board than men in
the same positions do, which can be a barrier to being effective in leadership and advancing to
25
additional leadership roles. By becoming knowledgeable of the leadership characteristics needed
to become effective educational leaders, women will be able to overcome that barrier.
One of the most important qualities aspiring women leaders must understand and develop
is communication. Communication with all stakeholders is key when seeking leadership
positions and it is also a skill needed for effectiveness in the leadership role once someone is in
that position (Bernal et al., 2017). Basic communication skills can show that a leader can be
effective by showing the person is in tune with the social environment (Stufft & Coyne, 2009).
Also, using communication effectively in both the oral and written forms is a quality of leaders
that contributes to being effective in the leadership position (Stufft & Coyne, 2009).
Additionally, qualities such as a background in instructional leadership, creating
attainable missions and visions, and leadership development are seen as necessary when school
boards are hiring superintendents and school leaders are being selected (Bollinger & Grady,
2018). These qualities can also be tied to the NASSP model that names instructional direction as
a necessary quality that educational leaders should possess. A leader who is effective in
instructional direction is able to work to improve teaching, learning, and leadership development
within his or her organization (Buckner & Flanary, 1997). In turn, effective instructional
direction also goes hand in hand with creating attainable missions and visions that support
instructional improvement and effective leadership development due to the establishment of
clear goals and achieving those goals (Stufft & Coyne, 2009).
Conceptual knowledge: The varying paths and external barriers to leadership for
women. In order to work toward gender equity within K-12 educational leadership, aspiring
female leaders must understand the varying paths and barriers they face when working toward a
leadership role. The existence of a glass ceiling and lack of mentoring opportunities for women
26
and people of color are barriers faced by women seeking the superintendency and other
leadership positions in K-12 education (Copeland & Calhoun, 2014). Additionally, there appear
to be set rules and requirements for obtaining a leadership role in K-12 education, and there is
evidence that those rules and requirements may change when women pursue leadership roles
(Bernal et al., 2017). According to Sperandio (2015), it is imperative that women understand the
potential external barriers and necessary paths to leadership roles within the scope of the K-12
education field. Many times, what appears to be the traditional path to leadership or the
traditional rules in becoming an educational leader do not work with the paths women take or
their current careers.
For example, many women begin their educational careers in elementary classrooms, and
may become an elementary principal following many years in the classroom. According to
Hickey-Gramke (2007), one of the most common paths to the superintendency is the secondary
school principalship due to its similarities to a district level position in making larger financial
decisions that involve things like athletics or decisions that are made across multiple facets of the
position. This is not usually part of an elementary school principal’s position. Women’s
preferences regarding their career can determine their ability or access to higher-level leadership
positions (Sperandio, 2010). This can sometimes occur when women choose an elementary path
over a secondary path when starting their careers. However, women can overcome this barrier by
working to vary their experience in all levels of their careers.
According to Sperandio (2015), there are three positions from which a higher-level
position of superintendent could be obtained—district level director, assistant superintendent,
and district level supervisor. These paths could be viewed as direct career choices in the path to
superintendent. The reason for choosing these particular positions is to gain more experience
27
outside of the elementary levels or outside of the general school level positions that women hold.
Gaining experience through supervisory positions gives rise to opportunities to see all the
buildings within a district and see the interworking of the district level staff so that an aspiring
leader can be better prepared to take on a higher-level, more complex leadership role (Sperandio,
2015).
Metacognitive knowledge: Awareness of self-imposed barriers. The ability to
interpret, analyze, and reflect on the various barriers that affect the path to leadership for women
is vital to obtaining leadership roles. Women who aspire to leadership within K-12 education
face many internal barriers such as feelings of inadequacy in leadership skills, knowledge of
education in areas other than their own, and career preferences (Sperandio, 2015; Sperandio,
2010). In order to overcome these barriers, aspiring women leaders must be able to address them
and overcome them to be able to show their effectiveness as educational leaders. Addressing
these internal and self-imposed barriers must go beyond the basics of skill-building and leader
preparation that are found in most leadership development programs (Wong, et al., 2018).
According to Sanchez and Thornton (2010), women can sometimes question their own abilities
and do not usually look into leadership positions due to seeing them as risks. Some women also
feel that they should not show their confidence in their abilities, even if they aspire to leadership
(Sanchez & Thornton, 2010).
Additionally, understanding the typical leadership styles associated with women and men
can help aspiring female leaders learn the best ways to work with their knowledge and skills as
individuals (Wong, et al., 2018). There are potential differences in leadership styles of men and
women – men are more transactional; women favor transformational leadership (Wong, et al.,
2018). According to Rhee and Sigler (2015), transformational leadership is quickly becoming the
28
key to successful leadership within schools and school districts due to the more participative and
collaborative leadership that is fostered under those with the qualities that are part of this
leadership style
The stereotypes women leaders face can also contribute to the smaller numbers in
leadership roles. According to a study by Bernal et al. (2017), many times women feel
inadequate as leaders due to common stereotypes that may emerge during their own leadership
training and development. Men are often seen as better leaders based on the relationship between
authority and leadership, which is often described as more masculine in its characteristics (Rhee
and Sigler, 2015).
Table 2 below provides the organizational mission and goal, as well as the stakeholder
goals that are specific to knowledge influences related to gender inequity in MSPSS. The table
indicates the knowledge influences that were used to determine insight about leadership
development and practices within MSPSS.
Table 2
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Organizational Mission
The mission of the Mid-Southeast Public School System (MSPSS) is to prepare all students to
be college and career ready and for those students to be able to be able to effectively solve
problems by acquiring the knowledge needed to become productive citizens

Organizational Global Goal
By the fall of 2021, qualified female educators will hold 35% of the leadership positions
within MSPSS.
Stakeholder Goal

By the summer of 2020, current female leaders will work with the district leadership team to
develop a mentoring leadership program directed toward aspiring female leaders within
MSPSS.

29
Knowledge Influence Knowledge Type Knowledge Influence
Assessment
Women leaders must be able to
identify leadership characteristics
needed to be a successful leader
within a district or school.
Factual Interview questions concerning
leadership abilities and qualities
of leaders within schools and
districts.
Women leaders in education must
be knowledgeable of the career
paths and potential external
barriers for positions such as
secondary principal and district
superintendent.
Conceptual Interviews. Current women
leaders were asked about their
career paths and if they’ve
considered what career path to
take.
Women who are entering higher
leadership roles must understand
the non-traditional paths to
achieve leadership positions and
how they allow experience to be
gained in various areas of school
and district leadership.
Conceptual

Current female leaders were
asked what path they have taken
to obtain that leadership role.
Women educational leaders must
overcome self-imposed barriers in
order to overcome external barriers
to being in leadership roles and
advancing in those roles.

Metacognitive

Interview questions regarding
self-imposed barriers among
current female educators, as well
as questions regarding other
variables involved in leadership
styles and paths to leadership
roles.

Motivation
Motivation can take many forms when applying it to obtaining leadership roles.
According to Mayer (2011), motivation is internal and works to maintain goal directed behavior.
This is explained in the four components of motivation, which are personal, activating,
energizing, and directed (Mayer, 2011). The concept of motivation is based on interests, beliefs,
attributions, goals, and social partnerships, which all work to achieve the personal and
professional goals of individuals, as well as the goals set forth by the involved organizations
(Mayer, 2011). In order to evaluate organizational issues and determine solutions, motivation is a
30
key component of the structure and gap analysis (Clark and Estes, 2008). This study focused on
the specific motivational theories of self-efficacy and expectancy value.
Self-efficacy theory. Self-efficacy theory is the foundation for motivation and
accomplishment as humans, as well as being a factor for self-regulation and self-correction
regarding human action and cognition (Pajares, 2006). According to Bandura (2005), this self-
regulation and self-correction create a functional self-awareness that is at the core of self-
efficacy by using these as part of a reflective process. When women believe they have the
leadership qualities to take part in leadership roles within the MSPSS or any school district, this
is an example of the theory of self-efficacy. They must use self-regulation and reflection to make
corrective adjustments in those leadership qualities in order to structure their own personal
development and leadership skill set (Bandura, 2005). However, there are some issues that come
to the forefront of aspiring female leaders using self-efficacy, self-regulation, and self-awareness.
Data suggests that women may accept certain leadership positions because these
positions may not be attractive to men; therefore, they are more accessible to women (Lumby,
2013). In regard to self-efficacy, this may be an effect of women’s self-induced barriers where
they do not see their worth as a leader (Sampson, 2018). Additionally, women may feel
inexperienced at the elementary level, so they do not always pursue higher leadership positions
(Sperandio, 2015). There is also a stereotypical portrayal of women as ineffective leaders due to
being “soft” or, in contrast, “domineering,” which has also been shown to affect their own
perception of their qualities and abilities as a leader (Chin, 2011). Although these barriers exist
within the realm of motivation, aspiring female leaders can overcome them and use self-efficacy
to become strong leaders. Bandura (2000) suggests that while people are often products of their
environments, they can be producers of environments by transforming the environmental
31
circumstances they encounter. In order to overcome both self-induced barriers and the
stereotypes that affect the motivation of becoming a leader, aspiring female leaders can use self-
efficacy, self-regulation, and reflection to be able to advance their perspectives regarding
leadership abilities.
Expectancy value theory. Expectancy value theory is a theoretical model that associates
choices related to achievement with the belief that an individual has high expectations for
success and the value the individual has placed on the various options available to achieve those
expectations (Eccles, 2006). At its most fundamental level, this theory can also involve asking
questions related to the ability to do a task and the motivation to do a task (Eccles, 2006). When
these questions are addressed, it can be determined how the individual will engage in the
designated task and opportunities that come with that engagement (Eccles, 2006). While Eccles’
theory is applicable to students, it can also apply to how aspiring leaders look at their own
leadership abilities and motivations when working toward a higher leadership position and others
already in leadership positions in how they conduct themselves as leaders.
When applying expectancy value theory to leadership, the value in leadership
development tasks and programs must be considered in order to answer the questions of the
person’s ability to complete a task and the motivation to complete the task. This can also involve
the individual’s own preferences relating to the specified task, which Eccles (2006) refers to as
attainment value. This is defined as how a person’s own concept of their personality, capabilities,
goals, plans, values, and more relate to how the person values the given task (Eccles, 2006). In
using expectancy value theory with current female leaders’ values, they must see the value in
leadership programs and development in order to become more effective and successful leaders
themselves, along with a value and level of expectations for the aspiring leaders they will be
32
mentoring. This can help them understand the value of these leadership programs and mentoring
programs. However, there are still barriers and biases that can affect the expectancy value of
current women leaders.
According to Brunner and Kim (2010), biased selection processes and attitudes that
perpetuate stereotypes are a result of misunderstanding women’s preparedness to be leaders in
education. Because of this, current women leaders must be able to see the value in a level of
expectation for their own preparedness and make sure to work toward being the most prepared
for leadership roles as possible. This could include becoming involved in mentoring programs,
leadership development programs for women, and other programs to establish their potential as
leadership candidates (Copeland & Calhoun, 2014). These types of leadership development
opportunities are needed in all levels of education leadership in order to continue the understood
importance and value on leadership preparation and that it must be purposeful (Brunner and
Kim, 2010).
In the case of becoming a superintendent in K-12 education, women must be purposeful
in preparing for the superintendency, including looking at the typical and non-typical paths to the
superintendency and choosing the one that will help them achieve their goal (Brunner and Kim,
2010). Additionally, there is a need for well-qualified, innovative leaders in education, and there
is research to show that women are as prepared as men for this type of leadership role; however,
they must be able to see the value in working with other leaders and programs to help them
become effective in these roles (Teague, 2015). By looking at the various paths to leadership and
realizing that women are as effectively prepared as men are for a leadership role, the expectancy
value of leadership will increase, and women will see themselves as effective leaders.
33
Table 3 below details the motivational influences that focus on self-efficacy and
expectancy value as they pertain to women in K-12 educational leadership. These influences
were used to understand how motivation can change the view of women as educational leaders
and how women can overcome any motivation issues that arise in preparing to lead schools and
districts in MSPSS.
Table 3
Motivational Influences for Motivational Gap Analysis
Organizational Mission
The mission of the Mid-Southeast Public School System (MSPSS) is to prepare all students to be
college and career ready and for those students to be able to be able to effectively solve problems
by acquiring the knowledge needed to become productive citizens

Organizational Global Goal
By the fall of 2021, qualified female educators will hold 35% of the leadership positions within
MSPSS.

Stakeholder Goal

By the summer of 2020, current female leaders will work with the district leadership team to
develop a mentoring leadership program directed toward aspiring female leaders within MSPSS.

Assumed Motivation Influences Motivational Influence Assessment
Self-efficacy – Female leaders should believe
they have the leadership qualities to take part in
leadership roles within the MSPSS schools or at
the district level.

• Survey item: I am confident in my
abilities to be a successful and
effective leader in my individual
school/school district. (1-5 scale with
1 being strongly disagree to 5, bring
strongly agree). Interview question:
What are the leadership qualities you
have that help you be a successful
educational leader?
Expectancy Value – Female leaders should see
the value in being mentored and becoming
mentors in a leadership program in order to
become more effective and successful leaders.

• Survey item : Having a current leader
as a mentor is important to me so that
I may become a better leader, as well
(1-5 scale with 1 being strongly
disagree and 5 being strongly agree).
Interview question: How has
mentoring affected your ability to
34
become a more successful/effective
leader in your school/school district?

Organizational
General theory. An organization’s culture can be defined by the cultural models and
settings that exist within the confines of the organization itself (Gallimore & Goldenberg, 2001).
Cultural models within an organization are made up of the shared understandings of how the
organization should function, the behaviors within, and the environmental factors that influence
the organization (Gallimore & Goldenberg, 2001). Another way of looking at the cultural models
within an organization in a basic sense are the shared views and experiences that have developed
within the organization (Gallimore & Goldenberg, 2001). Cultural settings within an
organization can be defined as the people, what they do, and the social context in which they
work (Gallimore & Goldenberg, 2001).
Stakeholder specific factors. In order to determine the reasons for the lack of women in
leadership in the MSPSS and K-12 education as a whole, it is vital that the organizational
influences that exist within the cultural setting and models of MSPSS are examined and
analyzed. Within the cultural setting of MSPSS there are two organizational influences that may
affect the needs and goals of the organization: (1) there is a lack of female leaders within MSPSS
and education, even though women comprise the majority of K-12 educators (Copeland &
Calhoun, 2014; Hickey-Gramke, 2007), and (2) there is a lack of mentoring opportunities for
current and aspiring women educators both within MSPSS and nationwide (Hickey-Gramke,
2007; Stufft & Coyne, 2009). Additionally, the cultural model of MSPSS has a shared belief
relating to the stereotyping of women as lacking in leadership skills that would help them move
into higher leadership positions, which can cause women to lose confidence in their own
35
leadership abilities and stop pursuing leadership roles (Chin, 2011; Stufft & Coyne, 2009;
Sperandio, 2015).
Lack of women leaders in K-12 education. K-12 education is a unique field in that the majority
of employees (educators) are female, yet the number of women in K-12 leadership is
significantly less than would be expected in such a female-dominant career (Bollinger & Grady,
2018). This lack of female influence within the K-12 field as a whole can adversely affect the
smaller organizations within K-12 education, from school districts down to individual
classrooms. Women educators have a great influence on both fellow educators and the students
they teach each day as role models for a younger generation (Stufft & Coyne, 2009). When there
is an organizational setting where there is a significant gap in gender equity within leadership,
such as what is seen in K-12 education, the organization risks a number of things that would, in
turn, help the organization develop its strength in this area (Teague, 2015). In short, studies show
that women make a positive difference in organizational effectiveness when in leadership
positions, especially in K-12 education where there are other women who may aspire to those
same leadership roles (Sperandio, 2010). This is also why it is important to focus on the lack of
mentoring opportunities for women within K-12 education.
Mentoring and networking for women leaders. Additionally, mentoring in organizations is
one of the most vital aspects when working to build organizational leadership from within the
organization itself (Rhee & Sigler, 2015). According to Umpstead, et al. (2015), mentoring is the
most important factor in developing women leaders in education. Research shows that there is a
lack of mentors and mentoring programs within K-12 organizations, which causes a lack of
levels of support within that organization (Muñoz, et al., 2014). Women are unable to find
mentors, and this causes some women to decide against pursuing leadership roles (Muñoz et al.,
36
2014). Both aspiring leaders and current leaders often look to someone more experienced to
work with along their journey to a leadership role. According to Sampson, et al. (2015), there is a
gap between the number of mentors for women and the number of mentors for potential male
leaders in organizations. This may be, in part, due to the shortage of women leaders in education;
therefore, there is simply a small number of women able to mentor others (Sampson, 2018;
Sanchez & Thornton, 2010). This shortage of mentors and mentoring programs means that
women may not have a current leader to turn to when questioning their own leadership abilities
or when looking to gain access to leadership roles within their organizations.
Due to this lack of mentors, the number of women in leadership roles is somewhat
stagnant, which causes a significantly slower increase in the number of female leaders in K-12
education (Wrushen & Sherman, 2008). According to Muñoz et al. (2014), “it is critical to the
success of our schools that all educators be provided the opportunity to work in the capacity they
are the most qualified for regardless of gender” (p. 275). However, another disturbing trend in
the organizational culture surrounding women in leadership is the continued stereotyping of
women in leadership roles.
Continued stereotyping of women leaders. Gender-based stereotyping in leadership roles is a
continuous organizational culture issue that surrounds the reasons behind the lack of women in
educational leadership positions. Often, women must be convinced that they can succeed in
leadership due to existing gender-based stereotypes in leadership (Wrushen & Sherman, 2008).
According to Rhee and Sigler (2015), women are perceived as too harsh when attempting to
compete with male leaders in similar roles. They are often told to “show their softer side” (Rhee
& Sigler, 2015, p. 109) when working with others or negotiating with colleagues. In addition to
this, women are not always seen as strong leaders because they do not always portray traditional
37
leadership characteristics that are often seen in their male counterparts (Sanchez & Thornton,
2010).
Women are sometimes stereotyped as nurturing and emotional simply for being a
woman, thus are not thought to be suited for leadership roles; they are not expected to perform as
well as men in certain leadership situations (Sanchez & Thornton, 2010). It is due to this
stereotyping that the field of education is dominated by males in leadership roles, and it is also
due to this that many times women self-impose these same stereotypes on themselves when
looking to move into leadership roles.
Table 4 below details the organizational influences that focus on the lack of female
leaders in K-12 education, the lack of mentoring opportunities for female leaders, and the effects
of gender-based stereotyping that affect the goals of K-12 organizations. These influences were
used to understand how the culture of an organization can affect its leadership, especially in the
specific area of gender equity among the leadership roles in K-12 education.
Table 4
Organizational Influences for Organizational Gap Analysis
Organizational Mission
The mission of the Mid-Southeast Public School System (MSPSS) is to prepare all students to
be college and career ready and for those students to be able to be able to effectively solve
problems by acquiring the knowledge needed to become productive citizens

Organizational Global Goal
By the fall of 2021, qualified female educators will hold 35% of the leadership positions
within MSPSS.

Stakeholder Goal

By the summer of 2020, current female leaders will work with the district leadership team to
develop a mentoring leadership program directed toward aspiring female leaders within
MSPSS.

38
Assumed Organizational Influences Organizational Influence Assessment
There should be a larger number of female
leaders within the district as a whole and in
individual schools. (Setting)
Compare the number of female leaders in MSPSS
using the public information on the district’s
website.
There should be an increased number of
mentoring and networking opportunities within
the district. (Setting)
Survey question: What mentoring opportunities
were offered to you as an aspiring leader? What
opportunities exist now as a current leader?
The amount of gender-based stereotyping that
occurs in the placement of educational leaders
within schools and at the district level should be
decreased. (Model)
Interview question: Have you encountered any
gender equity issues since becoming a leader
within this district?

Conceptual Framework
Having a conceptual framework is necessary to determine the interactions of the
knowledge, motivation, and organizational influences within stakeholder groups and
organizations. Maxwell (2013) presents an explanation of conceptual frameworks as what a
researcher or observer sees going on with an organization, its people, and its interactions.
Additionally, the theories, prior research, and personal experiences related to the study at hand
are all used to build the conceptual framework used for a research study (Maxwell, 2013). The
conceptual or theoretical framework can then be used to further build the research study,
contribute to previous and current research, and continue to explore surrounding issues that relate
to the topic being studied (Merriam & Tisdell, 2016). Using the conceptual framework, the
researcher can then design questions that will drive the research and determine the lenses and
methods used to explore those questions (Merriam & Tisdell, 2016). The conceptual framework
presented here considers existing research on gender inequity in educational leadership, how to
ensure more equitable leadership opportunities for both men and women, and organizational
conditions that lead to a more equitable leadership environment in educational leadership
programs and positions. By intertwining the conceptual framework presented, the researcher
39
determined the most effective and efficient way to assess the needs of MSPSS and determined
the steps forward to ensure more equitable opportunities for the aspiring women leaders within
MSPSS. The study was further informed by combining this conceptual framework with the
following world view.
A transformative worldview drives and informs this study to relate the significance of
this research with current social issues that relate to women in leadership and in careers as a
whole in order to make a social change within society (Creswell & Creswell, 2018). The
transformative world view holds that research must “intertwine with politics and a political
change agenda” (Creswell & Creswell, 2018, p. 9) in order to determine where social injustices
and inequities occur and work to change them. Using this worldview, the researcher can provide
a voice for those who experience inequities, injustices, and oppression in order to develop an
agenda for change and work toward reform where needed (Creswell & Creswell, 2018). In
particular, this research study aims to become the voice for women who aspire to leadership
positions or currently hold positions in leadership in educational settings, as well as in other
industries (Creswell & Creswell, 2018).
Although the knowledge, motivation, and organizational influences are previously
presented as separate elements, they intertwine to affect the goals of MSPSS and the
stakeholders in this study. In order to address the organizational needs of MSPSS and the
stakeholders, the KMOs must work simultaneously to achieve both the organizational global
goal and the individual stakeholder goals (Clark & Estes, 2008). Figure 1 below illustrates the
conceptual framework and the relationship between the KMOs and how they work together
within MSPSS to achieve the organizational goal of 35% of qualified female educators holding
leadership positions within MSPSS and the stakeholder goals of working with aspiring female
40
leaders in mentoring programs, thus increasing the pool of qualified female educators to take on
leadership roles.
Figure 1. Interaction of Stakeholder Knowledge and Motivation within Organizational Cultural
Models and Settings

Mid-Southeast Public School System
(MSPSS)

Key

Organization

Stakeholder Influences

Interaction

Leads to

Stakeholder Goal(s)

Global Goal
Motivation (Current Leaders)
• Self-efficacy: Belief that
leadership qualities exist within
themselves and understand why
• Expectancy value: Female leaders
should see the value in being
mentored and becoming mentors
in a leadership program in order
to become more effective and
successful leaders.
Knowledge (Current Leaders)
• Factual: Identify leadership
characteristics needed to be a
successful leader within a district or
school.
• Conceptual: Current leaders entering
higher leadership roles must
understand non-traditional leadership
paths and the experience they provide
in various school and district
leadership areas
• Conceptual: Current career paths for
female leaders; organizational barriers
• Metacognitive: Overcoming self-
imposed barriers in order to overcome
external barriers
Stakeholder Goals

By the summer of 2020, current female leaders will work
with the district leadership team to develop a mentoring
leadership program directed toward aspiring female leaders
within MSPSS.

MSPSS Organizational/Global Goal

By the fall of 2021, qualified female
educators will hold 35% of the
leadership positions within MSPSS.

Organizational
• Cultural settings: Low
number of women leaders in
MSPSS
• Cultural settings: No
mentoring program for
organizational leaders, male
or female
• Cultural model: Gender-based
stereotyping and bias within
the organization
41
Figure 1 details the interworking relationship of the factors within MSPSS that influence
the organizational goal of having 35% of the leadership positions within the organization held by
qualified female educators. Within the larger organization of study at MSPSS, which is
represented by the larger purple circle, there are the knowledge, motivation, and organizational
influences (KMOs) that are represented by smaller blue circles. The arrows connecting the
influences represent the continuous flow and interaction between the influences that leads us to
the stakeholder goals, which are contained within the red rectangle. In order to ultimately reach
the MSPSS organizational goal, which is contained within the green rectangle, the stakeholder
goals must first be met and lead the organization to the aforementioned global goal. In order to
meet these goals, it is vital that the KMOs were examined both individually and together in how
their interaction works to achieve the goals (Clark & Estes, 2008).
Within the organization, the internal knowledge influences are factual, declarative,
procedural, and metacognitive in nature (Krathwohl, 2002). Within the knowledge influences,
the conceptual framework represents the knowledge of the paths and external barriers that
women face in current leadership positions and in advancing within leadership (Copeland &
Calhoun, 2014; Sperandio, 2015; Buckner & Flanary, 1997; Stufft & Coyne 2009; Sampson,
2018). Additionally, within the knowledge circle are the factors affecting the metacognitive
knowledge dealing with the self-imposed barriers that many women place on themselves due to
various internal and external influences (Sperandio, 2015; Sperandio, 2010; Wong, et al., 2018;
Sanchez & Thornton, 2010; Rhee & Sigler, 2015; Bernal et al., 2017).
Working internally in the organization, the motivational influences that involve four
components of motivation—personal, activating, energizing, and directed—give rise to the main
influences of self-efficacy and expectancy value (Mayer, 2011; Pajares, 2006; Bandura, 2005;
42
Eccles, 2006). Using self-efficacy and expectancy value as the foundation for motivational
influences, the researcher determined the underlying motivational factors affecting women in
leadership, including attractiveness of certain positions (Lumby, 2013), self-induced barriers
affecting women’s view of themselves as leaders (Sampson, 2018; Chin, 2011), perpetuation of
gender-based stereotypes (Brunner & Kim, 2010), and seeing the value in a leadership position
(Teague, 2015; Copeland & Calhoun, 2014).
The final piece of the interactive puzzle within MSPSS are the organizational influences
that affect women in leadership. The cultural models and settings that exist within an
organization help to define said organization by focusing on the shared understandings of how
the organization should work, the shared values of its members, the people of the organization,
and the social context in which they all work together (Gallimore & Goldenberg, 2001). Within
MSPSS, these organizational influences are the overall lack of women educators in K-12
organizations (Copeland & Calhoun, 2014; Hickey-Gramke, 2007; Bollinger & Grady, 2018),
the lack of mentoring opportunities for women leaders (Hickey-Gramke, 2007; Stufft & Coyne,
2009), and the gender stereotyping that occurs within organizations that becomes gender bias
against women leaders (Chin, 2011; Stufft & Coyne, 2009; Sperandio, 2015).
In order to reach both the stakeholder goals and the overall organizational global goal, all
of the knowledge, motivational, and organizational influences must work interactively to create
an environment that fosters the support and necessity of women leaders within the organization
(Clark & Estes, 2008). When the interaction of all of the elements of the MSPSS organization
occurs, the stakeholder goal can be achieved, thus leading to the main organizational goal. The
achievement of these goals will create an optimal environment for women leaders in K-12
education, especially within the MSPSS district. Therefore, this conceptual framework offers the
43
tentative theory that if knowledge, motivation, and organizational factors within MSPSS are
addressed and begin to positively influence current female leaders to further develop their own
leadership characteristics and begin to work with the number of women looking to enter
leadership positions in education, the achievement of the stakeholder goal, and this will lead to
the likely achievement of the global organizational goal.
Conclusion
This review of literature synthesized existing research surrounding the knowledge (K),
motivational (M), and organizational (O) influences that are part of the issues of gender equity in
K-12 educational leadership using the gap analysis model presented in Clark and Estes (2008).
The discussion of the KMO influences is framed by theories on knowledge (Krathwohl, 2002),
motivation influences (Mayer, 2011; Pajares, 2006; Bandura, 2005; Eccles, 2006), and
organizational influences (Gallimore & Goldenberg, 2001). This literature review analyzed the
elements surrounding the stakeholder influences associated with the path to leadership positions
for women leaders in K-12 education, the self-efficacy and expectancy value theories
surrounding the motivational influences of women who are in leadership positions, and the
organizational influences that affect the number of women who obtain leadership positions in
education while also focusing on the interactions of those influences with each other. In order to
better understand these influences, a qualitative research approach that uses both a survey and
interviews to collect and analyze data for research questions and hypotheses was used and are
further discussed in the methodology section of Chapter Three (Creswell & Creswell, 2018).

44
CHAPTER THREE: METHODOLOGY
Participating Stakeholders
The stakeholders for this study are the current female leaders within MSPSS. These
participants represent a sample of women in K-12 education in the United States who are in
current leadership positions within individual schools and at the district level. Using the general
research questions, selected criteria guided the sampling and recruitment process (Maxwell,
2013). Within the population of women currently employed within MSPSS, the diversity within
this stakeholder group allows the overarching theme of the study to apply to the general area of
gender equity in K-12 educational leadership.
Survey Sampling Criteria and Rationale
For the purposes of this study, there is a singular criterion for the first phase. An initial
qualitative survey (Creswell & Creswell, 2018) was sent to all current female leaders within the
district, including but not limited to district personnel, principals, assistant principals, consulting
teachers, and instructional coaches. The survey was sent via an online survey method to all
employees meeting the criterion of identification as a current female leader who was either at the
district level or considered to be part of school administrative leadership teams, with a response
rate of 80%. The survey was sent at the beginning of the data collection process to initiate the
research process (Creswell & Creswell, 2018). The survey was qualitative in nature with a focus
on level of education, current position, years of experience, years in MSPSS, other positions
held, whether or not the participant is considering a different leadership role in MSPSS or any
other K-12 school district, as well as questions pertaining to organizational leadership influences
or issues and the participant’s own leadership qualities.
45
The rationale for this particular survey was to gain a basic understanding of the general
population of current female leaders within MSPSS and their leadership experiences. By doing
this the number of participants was narrowed for the second phase of the study, which was an
interview process (Creswell & Creswell, 2018) with seven of the participants. Ultimately, this
survey phase served to gain more information regarding the selected current leaders and their
experiences with becoming a leader and experiences since obtaining a leadership position.
Interview Sampling Strategy and Rationale
The second element of this study was a qualitative interview phase with seven
participants who were in various leadership positions within the district, including both school-
level leadership positions and district-level leadership positions. This phase was driven by the
initial survey in order to better inform and explain the nature of the results and further the
stakeholder goals (Creswell & Creswell, 2018; Clark & Estes, 2008). Sampling that occurred
during this phase was based upon the results of the survey and also allowed for the selection of
participants using distinct criteria (Creswell & Creswell, 2018). This phase occurred after the
initial qualitative survey (Creswell & Creswell, 2018) with the intention of further expanding on
the survey responses from those seven participants. This strategy was respondent-driven,
denoting experiences, reflections, and concerns of being a woman in a leadership role and the
challenges faced by women who are looking to obtain a higher leadership position within
MSPSS. In order to collect the interview data for the study, the interview guide approach was
used to conduct the interviews due to its unstructured approach (Johnson & Christensen, 2014).
The interviews were conducted within a time frame of three months in order to feasibly study the
answers and collect qualitative data related to the topic at hand. The following criteria were used
to determine the participants in this phase of the study.
46
Criterion 1. Participants selected from the qualitative survey who noted that they have
obtained a master’s degree or higher as these participants had the qualifications needed to work
toward a higher-level leadership position within their school or district.
Criterion 2. Participants selected from the survey who selected that they have an interest
in moving to a higher-level leadership position than they currently have, preferably working to
obtain a leadership position within a secondary level school in MSPSS or at the central office
level.
Criterion 3. Participants meeting Criteria 1 and 2 are willing to participate in an
interview process to obtain a better perspective into gender equity issues surrounding female
leadership in K-12 education.
The rationale for this portion of the study was based on the need to understand
participants’ thoughts and motivations regarding leadership and any issues they have faced
regarding equity in relation to their gender (Johnson & Christensen, 2014). The sampling in this
phase of the study was purposeful in order to gain a better understanding of the issues of gender
equity in MSPSS, which, in turn can be representative of gender equity issues as a whole in K-12
educational leadership (Merriam & Tisdell, 2016). Ultimately, this phase of the study provided a
in-depth look into any gender equity issues within MSPSS that were reflective of those found in
existing literature.
Table 5
Sampling Strategy and Timeline of the Study
Method Used Sampling
Strategy
Number in
Stakeholder
population
Number of Proposed
participants from
stakeholder population
Start and
End Date
for Data
Collection
Interviews: Purposeful
and
Convenience
There were a total of
30 women in current
leadership positions.
Interviews were conducted
with 7 current leaders from the
district and school levels.
January
2020 –
47
March
2020
Surveys: Purposeful
and
Convenience
There were a total of
30 women in current
leadership positions.
A qualitative survey was sent
to all 30 women in leadership
positions before interviews are
conducted.
December
2019 to
January
2020

Qualitative Data Collection and Instrumentation
Qualitative data collection was completed using an initial qualitative survey to all current
female leaders in the MSPSS and interviews with seven of the participants. By using both
qualitative surveys and interviews, the data collected provided rich insights into gender equity
issues faced by the current female leaders in MSPSS, as well as how to improve on those issues
(Merriam & Tisdell, 2016). All data collection occurred between December 2019 and March
2020.
As Merriam and Tisdell (2016) point out, by using only qualitative data collection, the
knowledge, motivation, and organizational influences (KMO) can be addressed thoroughly due
to the ability of this type of inquiry focusing on the meaning in context of the data collected. In
order to address the knowledge and organizational aspects of gender equity in MSPSS, the initial
survey instrument contained demographic questions and open-ended questions that provided
details to overall issues in leadership and how gender equity issues played a part in who obtains
leadership positions. Interviews addressed all three influences in detail and from varied
perspectives of both district and school level leadership positions. Both the surveys and
interviews allowed for researcher control of the questions in order to make sure detail was given
so that the KMO influences were addressed and so that solutions to any gender equity issues that
arise within MSPSS can be addressed (Creswell & Creswell, 2018). Additionally, by including
specific knowledge questions and opinion questions in both the survey and interviews, insight
into current leadership programs and other leadership support provided to current leaders within
48
MSPSS was obtained (Patton, 2002). Following the final interview transcriptions and reviews,
analysis occurred in order to compare the initial survey answers to the in-depth interview
responses to determine any additional KMO influences and trends.
Surveys
Survey Instrument. In order to obtain some initial information and insight into issues
surrounding gender equity in leadership within MSPSS, a qualitative survey with demographic
questions and open-ended questions was sent to the current female leaders within the district.
These questions began with basic demographic information questions to determine the
participants’ background information. By obtaining this information through surveys instead of
interviews, comparisons of qualifications including education and experience were made. As
suggested in Robinson and Leonard (2019), these demographic questions were limited to
participants’ ages, total years in education, number of years in leadership positions, and
educational background.
In addition to the demographic questions, open-ended response questions were asked in
order to determine insight about the participants’ experience in leadership and in obtaining
leadership positions. These questions were formatted to allow participants to structure answers
using their own voice and details in order to gain more information for the KMO influences and
how they have affected each participant (Robinson & Leonard, 2019). Additionally, using open-
ended questions helped in obtaining responses that were not overly influenced by a list of
response options and helped in comparing responses to form any additional interview questions
that were needed (Robinson & Leonard, 2019.)
Survey Procedures. The initial surveys were administered from December 2019 to
January 2020 which allowed adequate time for participants to complete the survey. This time
49
frame also allowed for ample time for interviews to be scheduled from January 2020 through
March 2020, thus allowing for all data collected to be analyzed in late March 2020. Surveys were
conducted via email and included a link to the survey instrument through Qualtrics. The rationale
for this was that this allowed for the use of written documentation explaining the purpose of the
survey and study, as well as a written invitation to complete the survey (Pazzaglia, Stafford, &
Rodriguez, 2016). This way of communication was also appropriate for the population being
surveyed due to their available access to email and ability to complete the survey at their own
convenience during the allotted time period. Further survey protocol is detailed in Appendix A.
The invitation and explanation stated that although the researcher was aware of the names of
participants, all data obtained and responses given would be kept confidential and no identifying
information would be used (Pazzaglia et al., 2016; Merriam & Tisdell, 2016; Maxwell, 2013;
Creswell & Creswell, 2018).
In order to administer the survey, approval to use the district email addresses for
participants was obtained from the Leader of Assessment and Accountability of MSPSS through
the district’s procedures for research approval. Advance notice of when surveys were emailed
was also sent to key personnel within the district and each school where participants were
employed as suggested in Pazzaglia et al. (2016). Once permission was granted, the emails and
surveys to participants were sent. Upon the completion of the surveys, the responses were
reviewed and analyzed to determine the seven participants for the interviews, as well as
determining any additional questions for said interviews. The responses were also part of the
final data analysis to determine any additional information regarding the KMO influences and
major gender equity issues found within the leadership practices within MSPSS.

50
Interviews
Interview Protocol. Once surveys were completed and reviewed, seven participants from
both the school and district level were contacted to schedule interviews to obtain further insight
into the topic at hand and their experiences. Semi-structured interviews were conducted using a
set list of guiding questions that allowed for both flexibility in responses and additional follow-
up questions that were needed during the interviews (Merriam & Tisdell, 2016). By using this
format during interviews, questions that arose based on the participants’ responses were asked
and more details were given on individual participants’ experiences (Merriam & Tisdell, 2016).
The detailed protocol for interviews is listed in Appendix B. The types of questions asked
included but were not limited to interpretive questions, knowledge questions, experience
questions, and devil’s advocate questions since these provided a rich range of responses from
participants that explored all KMO influences throughout the interview (Merriam & Tisdell,
2016).
Interview Procedures. Interviews were conducted one-on-one and in person during
January, February, and March 2020 to allow for time to transcribe, review, and analyze
responses. Each interview was limited to one hour although three of the interviews took a shorter
amount of time at forty minutes each. Interviews were all informal due to the relationship
between the researcher and interviewee and were conducted at the participants’ work location
(school or district office) in order to allow for maximum convenience and comfort for each
participant. In order to fully review and analyze responses, interview audio was recorded, and
notes were taken using a laptop and iPad. Participants were informed that responses were
confidential and that any direct quotes used were anonymous so that no identifying information
regarding the participant or participant’s place of employment appear in the research study
51
(Creswell & Creswell, 2018). Participants were allowed to stop the interview at any time or
refuse an answer to a question should they feel uncomfortable. They were also told that they
could request copies of any notes, recordings, or final transcripts upon their request; however, no
participants requested any of their personal interview data. The goal of this was to establish trust,
equal and equitable treatment of all participants, and ethical procedures for all interviews that
were conducted (Creswell & Creswell, 2018).
Credibility and Trustworthiness

Due to the nature of qualitative studies, it is vital that the data collected are credible, the
research is trustworthy, participants are respected, and the overall study and its intentions
produce results that can also be deemed as credible. In this study, maintaining the trust and
respect of all participants involved is key to obtaining useful and credible data. In order to ensure
that credibility and trustworthiness were maintained, certain principles were used. According to
Merriam and Tisdell (2016) transparency, sincerity, ethical considerations, and a study that
makes significant contributions are some of the main criteria for determining the credibility of a
study.
In order to ensure credibility was maintained, the strategies of triangulation of data,
member checks, and reflexivity were used in conducting this study (Merriam & Tisdell, 2016).
Merriam and Tisdell (2016) advise to triangulate data by using multiple sources or multiple
methods to increase credibility within a study. Following with this recommendation, multiple
data collection methods in the forms of surveys and interviews were used and compared to each
other in order to determine any similar responses and any responses that could be considered
outliers based on the topic and purpose of the study (Merriam & Tisdell, 2016). Additionally,
Maxwell (2013) suggests that triangulation reduces the risk of bias and allows the researcher to
52
gain a secure understanding of the issues surrounding the investigation.
Member checks is also a strategy that was employed during this study. According to
Merriam and Tisdell (2016) it is sometimes necessary to validate interpretation of responses with
the participants in order to develop the most accurate interpretation possible. Using member
checks allowed participants to fine-tune their responses as needed and allowed their perspective
to be captured more accurately even when the researcher’s words are used (Merriam & Tisdell,
2016). By using member checks, misinterpretation of responses and data was kept to a minimum,
and the participants’ perspectives were presented in accurate and non-biased ways (Merriam &
Tisdell, 2016). In order to conduct member checks, follow-up emails and phone calls were made
to some of the interview participants so that any responses could be clarified and explained.
Reflexivity is the third strategy that was used to establish credibility within this study. In
order to do this, the researcher clarified any assumptions and biases so that the interpretation of
data could be understood (Merriam & Tisdell, 2016; Maxwell, 2013). To ensure reflexivity was
present, the researcher explained any biases or influences that could affect data interpretation. It
is also important to state that the purpose of reflexivity, is to show how the researcher’s values,
world view, and expectations influence the study, but not to eliminate these within the study
(Maxwell, 2013).
Validity and Reliability
Although a survey was used in this study, it was qualitative in nature; therefore, the
question of validity and reliability was different than in a quantitative or mixed-methods study.
However, validity in the forms of researcher bias and reactivity were still present (Maxwell,
2013). Researcher bias can be compared to reflexivity as previously mentioned in that it is
important to consider any influences, theories, and beliefs already present in the researcher and
53
how that may relay into the development of both survey and interview questions (Maxwell,
2013). In order to develop both survey and interview questions that are valid and credible, bias
and reactivity were considered.
Role of Investigator
The investigator served in a leadership capacity within MSPSS and had non-research
related contact with the participants. However, the investigator did not serve in a role where she
was a supervisor of any possible participants during a normal school year. Full disclosure of the
investigator’s position with MSPSS was provided along with the purpose of the study at the time
of the qualitative survey and was reiterated at the time of the interviews in order to provide
greater transparency during the study. The sole interest of the investigator was in the research of
the gap analysis and evaluation of female leadership within MSPSS. There were no monetary
benefits associated with this study for either the investigator or the participants.
Ethics
The research presented in this dissertation centered on obtaining data ethically by
ensuring the respectful treatment of participants, their time, and their responses. In all aspects
and approaches to research, ethical considerations were given to the role of the participants, as
well as the role of the researcher (Creswell & Creswell, 2018). Ethical concerns must be a part of
the research design, the goals of the study, the research questions, the data and its validity, and
the conceptual framework used to surround the study (Maxwell, 2013). Rubin and Rubin (2012)
stress the importance of ethical responsibilities in questioning so that no deceit or pressure is
involved, and all participants are treated with respect. Ethics must be considered in order to
protect the participants from any harm during any part of the study, as well as considered in
order to protect the participants upon completion of the study (Merriam & Tisdell, 2016; Rubin
54
and Rubin, 2012). For the purposes of this study, the following necessary protections ensured the
ethical collection of data: (1) the University of Southern California (USC) Institutional Review
Board (IRB) approval; (2) MSPSS approval through the Leader of Assessment and
Accountability; (3) participant review of informed consent documents and protocol; and (4)
general collection of data.
Before data collection began, this study was subject to approval through both the USC
IRB and through the Leader of Assessment and Accountability within MSPSS. Any
recommendations and constraints from either the USC IRB or MSPSS were essential to the
research approach and collection of data from all participants (Glesne, 2011). Additionally,
informed consent releases and protocol that follow recommendations by Glesne (2011) and
Creswell and Creswell (2018) were reviewed by each participant and contained any necessary
information related to the study’s purpose and any risks associated with the study. The forms
also addressed the guarantee of confidentiality to the participants and assured them that
withdrawal was allowed at any time during the study and provided consent information for the
tape recording of the interview questions and answers (Creswell & Creswell, 2018). Due to the
nature of the study involving current leaders within MSPSS and the qualitative questions arising
during interviews, confidentiality was a priority to ensure anonymity of any persons involved. At
their request participants were allowed to review interview transcripts, direct quotations, and any
sensitive data that was used in the study, as well as allowed to veto the use of any part of the data
as a part of open democratic research (Glesne, 2011; Rubin & Rubin, 2012). No participants in
this study requested to review the data nor did they veto any part of the data that was used.
As a part of multiple leadership teams within MSPSS, it was necessary for me to
differentiate my professional duties with any research requirements and needs that arose before
55
or during the research study. With my current role as a leader within MSPSS at a school building
level, only interview participants outside of my own school were used in order to avoid any
conflict of interest. No situation arose where it was necessary for me to interview a colleague
within my own building; therefore, no third party was used for interviews. Additionally, as
stressed in Maxwell (2013) and Creswell and Creswell (2018), I also understood the biases I had
as a researcher on this topic and addressed those as needed before, during, and after the study. In
researching gender equity issues in leadership, I understood that there was a need to account for
being female and in a position that includes being a part of my individual school’s leadership
team and my roles of leadership within the district. I also considered that some participants may
have experienced different issues of gender equity as a woman and also a person of color that I
have not experienced as a Caucasian woman in the same organization. Finally, being a part of the
organization presented a bias where I had a stake in the study both as a researcher and an
employee. As recommended by Merriam and Tisdell (2016), I maintained neutrality in collecting
and analyzing data. Ultimately, the ethical considerations given to this study and utilized for data
collection and development of this dissertation provided protection to the participants and
organizations involved, as well as the research process as a whole.

56
CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to evaluate the barriers to achieving gender equity in
leadership within a K-12 public school district. Ultimately, the goal of the study is to align with
the overall organizational goal of having at least 35% of the leadership within MSPSS made up
of female leaders by using qualitative data from a survey and follow-up interviews. The study
centered on four research questions to inform the development of recommendations in order to
address the findings of the study:
1. What are the knowledge, motivation, and organizational needs required for Mid-
Southeast Public School System (MSPSS) to achieve 35% of district and school level
leadership roles being held by qualified female educators by the fall of 2021?
2. What are the knowledge, motivation, and organizational elements present in MSPSS
to foster an environment within MSPSS for current female leaders to obtain higher
leadership positions and assist aspiring leaders through mentoring and networking
solutions?
3. What is the interaction between organizational culture and context and the current
female leaders’ knowledge and motivation to work toward the goal of obtaining
advanced leadership positions?
4. What are the recommended knowledge, motivation, and organizational solutions to
these needs?
In order to address these research questions this study was driven by the gap analysis
framework of Clark and Estes (2008) and results are organized according to the knowledge,
motivation, and organization influences found to be the assumed causes of the gap in gender
equity in MSPSS. Two sources of qualitative data were collected to validate the assumed causes.
57
Specifically, a qualitative survey was used and qualitative interviews were conducted to better
understand the knowledge, motivation, and organization challenges related to gender equity in
the leadership within MSPSS. The qualitative survey was the initial step in data collection and
was used to both determine who in the participating stakeholders would be interviewed, as well
as used to collect general data related to the topic of this study. Following the survey,
stakeholders who agreed to participate in the interview portion of the study were contacted and
interviewed to delve deeper into the influences related to the gaps in gender equity in the
organization.
Participating Stakeholders
The stakeholders for this study were current female school and district leaders within
MSPSS. The participants ranged from school level leaders such as instructional coaches,
assistant principals, and principals to district level leaders serving MSPSS in various capacities
from the district office. All stakeholders at these levels of leadership were invited to participate
in a qualitative survey phase with 24 of 30 stakeholders completing the survey for a completion
rate of 80%.These stakeholders have been in the education field for a minimum of five years to
over 20 years, with the majority of stakeholders having been educators for 11 to 20 years.
Concerning their years in leadership, the majority of stakeholders surveyed have been in a
leadership position for less than five years. Of the 24 participants, a follow up email was sent to
the seven participants who agreed to participate in the interview phase of data collection. These
interviews provided further explanatory and supplemental data that built upon the qualitative
data obtained through the previous survey phase, as well as additional data surrounding their
individual experiences in their path to becoming an instructional leader within MSPSS.

58
Determination of Assets and Needs
The data in this study were collected through a qualitative survey followed by qualitative
interviews with participants who agreed to the interview and who met pre-determined criteria
based on the survey responses. The survey was sent to all 30 women leaders within MSPSS and
24 of those surveys were completed. From those surveys, seven participants agreed to a follow
up interview regarding this research topic. Initially, eight to ten interviews were sought;
however, due to unexpected turnover in leadership within MSPSS at the time of the research, it
was determined that many of the participants felt uneasy providing more information than what
was answered on the survey. Out of ethical considerations for these participants, only seven
interviews were conducted with those participants who agreed to be contacted at the end of the
survey. There were no observations performed in this study, nor were any documents analyzed
for data collection.
With this study being entirely qualitative, there were several factors affecting whether or
not an influence was determined to be an asset or a need. With the survey questions answered
along a scale of strongly disagree to strongly agree, a set percentage of 50% of respondents in
one area of the scale was the threshold of quantifiable data. If this threshold was not met, in most
cases, there was an additional open-ended survey question that could provide more information
relating to whether an influence was determined to be an asset or a need. During interviews all
questions were open-ended and could be open to interpretation by the participant, thus the
criteria for determination was found within the answers themselves. If a majority of the
participants who were interviewed provided responses that showed there was a gap present that
could be validated and prioritized, the influence was determined to be a need. If that criterion
was not met fully, then the influence was determined to be an asset.
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Results and Findings
The results and findings of this study follow the Clark and Estes (2008) conceptual
framework of KMO influences and are grounded in the data obtained from the qualitative survey
and subsequent interview phase. By using both a qualitative survey phase and second qualitative
interview phase, a comprehensive approach to data analysis promotes the understanding of the
different perspectives of current leaders and their experiences in their own career paths to
leadership in the K-12 education field. In order to anonymously identify and connect participants
to results, they will be designated using Participants 1-24 and will be identified by a generic
reference to their job title if necessary for any direct quotes and data analysis results. No other
identifiable information regarding the participant is used.
Results and Findings for Knowledge Causes
There were four knowledge influences that emerged from the review of literature and the
conceptual framework outlined in Chapter Three, with the qualitative focus of this study
surrounding the gender equity issues related to K-12 educational leadership. Following the
Krathwohl (2002) framework, the knowledge influences identified were categorized as factual,
conceptual, and metacognitive. Out of the four influences, the factual influence was found to not
be validated during data collection. This influence was based around whether or not women
leaders were able to identify the leadership characteristics needed to become a successful leader
within an educational setting. Upon analyzing both survey data and interview data, this influence
was determined to be less of a priority than the other three identified influences. A discussion of
the remaining three influences follows and includes the findings and themes that emerged from
this study.

60
Conceptual Knowledge
Influence 1. Women educational leaders must be knowledgeable of the career paths
and potential external barriers for leadership positions.
Survey results. In the survey stage of data collection, participants were asked to identify
the leadership positions they have held throughout their education career, as well as the path that
led them to their current leadership position along with any barriers they may have faced
throughout their career. This is to identify the leadership positions and career paths of the
participants to better understand their chosen path and any barriers along the way that they faced.
Table 6 below represents the type of leadership position held and the number and percentage of
participants who held said position at some point in their career. Leadership positions are listed
in order of the level of position within MSPSS. Participants listed each leadership position held
from the first position after leaving the classroom to the highest position held. The majority of
participants stated they had held various school-level non-administrative positions before
advancing to an administrative position either within the school or at the district level. The most
widely held position was that of an instructional coach, which is also in the same category as a
data coach and academic coordinator. Based on the data collected, evidence shows that while
participants are somewhat knowledgeable of various career paths to leadership positions, they
would benefit from acquiring more knowledge of both the general path to leadership and the
barriers they could face along the way.
Since these survey questions were qualitative, open-ended questions, a discussion of
participants’ answers to the question “Briefly describe your career path up to obtaining your
current leadership position. Include any challenges you faced along the way” is also necessary to
address the validity and prioritization of this influence. All participants stated that they began
61
their educational careers as classroom teachers in either elementary or secondary grade levels.
All participants also advanced to a school level non-administrative leadership position or school
level leadership position following various amounts of time in the classroom. However, the next
step in the path to a more advanced leadership position was not as straightforward or traditional.
It is also at this point in describing their leadership career path, some participants stated that they
faced challenges in moving to a higher leadership position. Participant 9 stated, “I was the one
who always went above and beyond and wanted to do things outside the classroom but was never
given the opportunity to advance to school and district administration positions. It was given to
those who didn't want the leadership roles or who had not applied.” Participant 15, faced similar
challenges, stating that some of the biggest challenges stemmed from “politics among
leadership” and that “not being the cookie-cutter teacher that the district wanted” prevented her
from advancing within her school to a higher leadership position. Multiple participants who had
not yet advanced to positions other than school-level non-administrative positions also noted that
it is difficult to be considered for any higher-level position without having an administrative
licensure endorsement even if the position did not require that endorsement. Additionally,
several participants stated that they were not asked to advance in leadership due to being
considered too young for the position, and some participants noted that this was not the case with
male colleagues who advanced to higher leadership positions. Overall, out of the 24 participants
who completed the survey, 50% agreed that various external barriers affected their ability to
advance in leadership positions.

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Table 6
Survey Results for Leadership Positions Held by Participants (Survey Question 7)
Position Percentage Count
Learning Coach (School Level
Position)
-- 1
Instructional Coach/Data
Coach/Academic Coordinator (School
Level Position)
71% 17
Teacher Support Coach (School Level
Position)
1% 2
School Athletic Director -- 1
Assistant Principal 37% 9
Principal 33% 8
District Level Director/Leader Position
(e.g., Director of Special Education,
Professional Development Leader,
Media Coordinator, etc.)
54% 13
Other School Level Leadership (e.g.,
Reading Specialist, Special Education
Coordinator, etc.)
21% 5
Other District Level Position (e.g.,
Consulting Teacher)
12% 3

Interview findings. It was evident that all seven interviewees were knowledgeable of the
career path and external barriers that faced them on the path to working in educational
leadership. When asked about barriers along the path to their current leadership positions, several
of the participants expressed facing external difficulties. Participant 20 stated, “When I first
applied to be an assistant principal, I was a math teacher, and I didn't even get an interview. I was
really upset because I mean, I had gone through the program. I had everything ready to go, and I
had set myself up with mock interviews. I didn't even get an interview, and when I questioned
him, the principal said, I need a man.” Participant 23 echoed a similar experience both inside and
outside of the education field saying that she has been told multiple times in her career that
certain schools “really needed a man to run that particular school” or that because a man who
63
had applied for the same position had a family and she did not, she was passed over for the
position. Participant 23 also noted that she had faced external barriers such as difficult teachers
who did not agree with women being in authority due to their specific religious beliefs, which
the participant noted was a difficult barrier to overcome. Participant 14 also expressed being
faced with this same barrier when working toward leadership positions stating that she had been
told “women are not supposed to be leaders anywhere.”
An additional barrier faced by two interviewees centered around their leadership position
being a non-administrative position, yet still having administrative job requirements such as
teacher observations. Participant 9 described an incident where a teacher told her that she “was
not her boss” and that she “did not have to listen to any suggestions about her observations.”
While this participant did note this interaction was not due to her gender, it still made her
leadership position and duties difficult due to not being able to gain the respect of teachers. All
participants noted similar experiences when dealing with teachers or other administrators when
attempting to perform the duties of their various positions, as well.
Summary. The assumed influence that women leaders in education must be
knowledgeable of the career paths of various leadership positions was determined to be an asset
in the survey stage of data collection but was seen as a need upon further discussion in the
interviews. The portion of the influence regarding external barriers was determined to be a need
in both the surveys and the interviews, with 50% of survey participants noting barriers they faced
at various points in their careers and 100% of interviewees stating that they faced external
barriers in their paths to their current leadership positions, as well. Since at least 50% of
participants identify barriers faced in working to obtain various leadership positions throughout
their careers, this influence is determined to be a need.
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Influence 2. Women who are entering higher leadership roles must understand non-
traditional leadership career paths and how these paths allow for varied leadership
experiences.
Survey results. Participants were asked to briefly describe their career paths in education,
ending with their current leadership position in order to determine whether they chose a
traditional leadership path or non-traditional path. As shown in Table 6 under Influence 1 above,
the participants have held various leadership positions within this organization and others. Since
this question was an open-ended qualitative question, the data analysis will be represented
through written discussion and not visually represented in a thematic table. Multiple participants
thoroughly described their career paths, with several noting non-traditional paths within their
careers. All participants began their career in education in either a classroom or as another non-
leadership position, such as a library media specialist. However, some participants mentioned
working outside of the education field before becoming a classroom teacher and said this helped
them gain experience that has been vital to being in a leadership position. Participant 10
described her experience working outside of education after graduating with her undergraduate
degree, “I spent two years working for the TN House of Representatives as the research analyst
for the House Education Committee before returning to school for my master's degree in
information science.” She noted that this experience helped her see and work with different types
of leaders, thus preparing her for her current role as an Academic Coordinator. As noted in Table
6 above, the majority of participants had a non-administrative role outside of the classroom
before advancing to an administrative role or a district office role. These participants also noted
that they believed that this was not the case for some male colleagues who were promoted from
the classroom directly to a position such as assistant principal. Overall, the survey data showed
65
that the influence leans toward being a need due to many participants not identifying the varied
experiences as part of the paths they took to become a leader.
Interview findings. The interview stage of data collection provided further indication that
this influence is a need and not an asset. The notion of not seeking leadership positions through
non-traditional paths surfaced frequently in interviews with participants. Participant 10 said that
she did not consider herself a leader until pushed by another female leader, in this case her
principal. She said, “My plan was to be a librarian forever and read books to kids. I was in my
performance evaluation at the end of the year, and she said, I really want you to think about
going and getting your admin. I never really thought about going to do that, so I went home and
thought on it and kept thinking about it. So, I enrolled in an online program and went back to do
my admin online.” She also noted that participation in a state leadership fellowship offered only
to classroom teachers or other non-leadership faculty positions pushed her thinking to work
towards leadership positions and that this helped her gain valuable experience that she would not
have gotten if she had worked toward a traditional leadership path. Participant 14 echoed those
feelings in that she had to build her own leadership path due to holding newly created leadership
positions almost exclusively throughout her career after leaving the classroom. She stated that
she had “done a lot of coaching and program development in higher education and for non-profit
organizations while serving in the capacity of an instructional coach.” She said, “Coming here, I
was placed in a position that had never existed before, and I had to sort of build it from scratch.
I’ve had to do that with several positions I’ve had in different districts because they didn’t have
many leadership coaching positions or anyone to handle time.” She credits her time in working
through coaching programs and working with so many different organizations with being able to
obtain her current district leadership role as the Leader of Professional Development.
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Participant 19, the only female high school principal in MSPSS, said that while she did
take the traditional path to leadership from a teacher and coach to assistant principal and then
high school principal, she credits being a female coach as a non-traditional way she gained
leadership experience. Five out of the seven participants who were interviewed mentioned
similar non-traditional experiences; however, none considered these as part of the path to current
leadership positions due to having only been exposed to leaders who had taken more traditional
paths such as teacher to assistant principal to principal and then possibly to a district leadership
position. This lack of understanding of how experience can be gained though non-traditional
leadership roles, as well as the thought of several interview participants that leadership was not
on their career path due to lack of experience shows that this influence is considered a need
within MSPSS.
Summary. The assumed influence that women leaders in education must understand non-
traditional paths to leadership positions and understand how experience gained through these
paths can help in other leadership roles was determined to be a need in both the survey stage and
interview stage of this study. In analyzing the survey responses and the interview responses, the
majority of participants (over 50%) had similar answers regarding how they entered leadership
and how they felt their leadership path continued or will continue. Additionally, all of the
participants noted that they were unaware that their career paths would lead to leadership
positions eventually, thus the assumption can be made that there is a need to educate future
leaders on these non-traditional paths to leadership positions. Using that assumption along with
the data analyzed, this influence was determined to be a need.

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Metacognitive Knowledge
Influence 1. Women leaders must overcome self-imposed barriers in order to be
able to combat external barriers in advancing their leadership careers.
Survey results. Participants were asked to identify any barriers they have experienced in
leadership positions or within their career in general, including self-imposed barriers. Three of
the 24 participants who completed the survey identified barriers that would be categorized as
self-imposed. All three identified the barrier of balancing work time with self/family time and
being able to overcome this to be an effective leader. Two of the participants mentioned general
fear of moving forward in their career. Specifically, Participant 22 mentioned that she “waited on
an encouraging principal to recommend me for leadership before I chose to pursue it myself.”
Along those same lines, Participant 13 mentioned a fear of being rejected for leadership positions
because she “felt inexperienced in the positions” she applied for during her search to become a
leader within the district. With only three participants identifying self-imposed barriers as
preventing them from moving forward in leadership careers, it can be determined that this would
not be a need due to a minority of answers including this as a barrier. However, the survey
question did not specify whether or not the barriers to list needed to be self-imposed or external,
so the question is again addressed through the interview stage of data collection in order to fully
determine if this influence is a need or asset.
Interview findings. During the course of the seven interviews five out of the seven
participants identified self-imposed barriers they experienced during their careers as leaders in
education. Participant 17 noted, “I have five children all relatively close in age. When I was
looking at applying to be an assistant principal, I had to consider this, and it scared me that I
wouldn’t be able to spend enough time with them. And when I became the school athletic
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director, this bothered me even more because I knew it would take a lot of time away from my
family and also my other job as a minister.” This participant also noted that she was encouraged
by both male and female leaders that she would be excellent in the position, so this helped push
her to eventually apply to the assistant principal position. She also mentioned that it has taken
several years in leadership to overcome the fear that she would “miss out on her children’s’
activities and not be able to be a mom sometimes.” Participant 20 had a similar response when
asked about self-imposed barriers regarding family obligations. “I'm very guilty of self-imposing
barriers, but that's because, you know, you realize how fast your kids grow up. And for right
now, they are my priority, and I know I'm not going to get a chance to do this all over again. I
became an assistant principal when my children were two and one and then the school was taken
over by the state.” She went on to describe this particular barrier after having her youngest child,
now five years old. “I say I had to have another child because I couldn't remember my kids being
two and one. I had a professor, I can remember that said that you can be a great principal, or you
can be a great parent, but you can't be great at both. You can be good at both. You can be great at
one and okay at the other. But both of them are so all consuming. You can't be great at both.”
Participant 10 also mentioned self-imposed barriers regarding feeling a sense of belonging when
entering in a group of leaders or a leadership role. She stated that, “I walk into a room of leaders
and I'm a lone female, or in the minority, and I kind of have to give myself that pep talk of I
earned my spot at that table. And that's sometimes that's intimidating. But sometimes I have to sit
back and go, I can do this.” She also mentioned that “choosing words carefully around those
situations” is something she constantly considers when around male leaders more than female
leaders. With five of the seven interview participants noting self-imposed barriers of multiple
levels, it can be determined that the interviews show that this influence is a need.
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Summary. The assumed influence that women leaders must overcome self-imposed
barriers in leadership roles was determined to be an asset in the survey portion of the study;
however, in the follow-up interviews the determination was made that it is a need. With only
three of the 24 survey participants identified self-imposed barriers, this small number of answers
could be attributed to the question not mentioning self-imposed barriers, specifically. Thus, there
was the need for further explanation and questions in the interview portion with those seven
participants. With five of the seven participants identifying multiple self-imposed barriers, it can
be concluded that when asked to further explain barriers they have faced as leaders, the majority
of women leaders would identify numerous self-imposed barriers throughout their careers.
Therefore, considering the weight of the interview responses, this influence is determined to be a
need.
Results and Findings for Motivation Causes
Motivation influences are key to advancing leadership careers, thus two influences were
identified within the conceptual framework of this study. These influences are based on the
theories of self-efficacy and expectancy value as described by Mayer (2011) and are supported
through the review of literature. The first assumed influence is that female leaders should believe
they have the leadership qualities to take on leadership roles at any level, and the second
assumed influence is that female leaders should see the value in mentoring through leadership
programs in order to become more successful leaders. Through the data collection in surveys and
interviews both of these influences were determined to be validated and are considered a priority.
A discussion of the results and findings regarding these influences follows.

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Self-Efficacy
Influence 1. Female leaders should believe they have the leadership qualities to take
on leadership roles within schools or districts.
Survey results. Participants were asked whether or not they were confident in their
abilities to be a successful and effective leader in their individual school or at the district level
with response choices ranging from strongly disagree to strongly agree. As shown in Table 7, all
participants either chose either agree or strongly agree as responses to the question about their
own leadership abilities, with a 100% response rate to this question. With all participants
answering the question and with the number of participants’ responses falling in to the “agree”
portion of responses at 100%, this influence was determined to be an asset.
Table 7
Survey Results for Self-Efficacy in Confidence in Leadership Ability
Response Percentage Count
Strongly Agree 63% 15
Agree 37% 9
Somewhat Agree 0% 0
Neither Agree nor Disagree 0% 0
Somewhat Disagree 0% 0
Disagree 0% 0
Strongly Disagree 0% 0

Interview findings. Due to the responses on the survey there were no further questions to
interviewees regarding leadership abilities; however, all participants interviewed were asked to
describe their leadership style and if it supports their ability to be a successful leader. All
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participants identified various strengths and weaknesses in their leadership styles and how it
helps them work effectively in their leadership roles. Participant 9 stated, “My current
leadership, I think is that I want everyone to be organized. I want everyone to be on time, do
what they're supposed to do and not shift the monkeys. And because I feel like this for others, if
something is placed in front of me, I'm going to do it and I'm going to do it to the best of my
ability.” She also noted that she always goes beyond in wanting to be available for teachers and
students and work collaboratively with them. Participant 10 saw her leadership style in a similar
way as a leader who supports others. She said, “I really see my role as leader in our schools,
almost a support position for teachers, because I'm not really principal. I feel like my job is to put
in place anything teachers need to be successful at their jobs.” She also mentioned that being
able to build relationships is a quality that all leaders should have to make sure everyone
involved in the school works well together. These same attributes were echoed by the other
participants. Participants 14 and 20 both saw themselves as having a “coaching style of
leadership” based on their past experiences as instructional coaches, as well as athletic coaches
to students. Participants 17 and 19 both share a similar style of leadership in that they were both
athletes and reflected on past athletic coaches’ leadership styles as influencing them in how they
lead today. Participant 19 specifically mentioned that leading with “strength and determination”
is extremely important in both athletics and as a high school principal, nothing that being a
female in a traditionally male role has made these qualities particularly important. Participant 23
specifically identifies as a “servant leader” and that being a “visionary and having an ability to
build relationships” are both key to being an effective leader. She adds that, “We're all in this
together; we have a vision; we can grow; and we can make sure everybody else wants to grow
along with us.”
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Summary. The assumed motivation influence that female leaders should believe that they
have the leadership qualities to become a successful leader was determined to be an asset in the
survey stage of this study and was reinforced through the follow-up interviews. With 100% of
participants responding with agree or strongly agree to the question of their own leadership
abilities and success as a leader and with each of the interviewed participants responding
thoroughly about their own leadership styles, this influence is identified as an asset due to the
current leaders’ confidence in their leadership abilities.
Expectancy Value.
Influence 1. Female leaders should see the value in being mentored and becoming
mentors in order to become more effective and successful leaders.
Survey results. Participants were asked whether or not mentoring aspiring leaders is an
important aspect of an educational leader program. Additionally, they were asked to provide
details in regard to whether mentoring affected them as leaders within their schools or districts.
As shown in Table 8, all participants surveyed answered that they at least somewhat agreed that
mentoring is an important aspect of leader preparation with 75% of the participants responding
with strongly agree. In order to further analyze this influence to determine if it is an asset or a
need, an additional open-ended qualitative question was asked regarding the participants’ own
experience with mentoring and leadership. Participant 1 said that “Mentoring has truly opened
my eyes into my own pedagogy and has improved my leadership. It has allowed me to see
education through another's eyes and has helped broaden my own scope of education.”
Participant 7 also noted that “Mentoring has helped me to reflect on my own practices and grow
where needed. It has also helped me to gain the confidence needed to successfully lead others,”
echoing the response of Participant 1 and the majority of other participants. However, some
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participants had varying opinions of mentoring or had not experienced mentoring at all in their
career. Participant 9 stated that mentoring “has not affected me to become a more
successful/effective leader. I believe the actual doing of the job has helped me. Doing the work
of a leader is preparing me to become an Assistant Principal at some point. The current position
has really shown me what being a leader is all about.” Participants 12, 13, and 15 noted that they
have not experienced what they consider mentoring at any point in their careers. Given these
responses regarding mentoring, the lack of mentoring, and the survey responses that mentoring
does have value to leaders, it can be determined that this influence is a need based on the data
that shows the desire to have some sort of mentoring relationship within an organization that is
building leaders.
Table 8
Survey Results for Expectancy Value in Mentoring
Response Percentage Count
Strongly Agree 75% 18
Agree 21% 5
Somewhat Agree 4% 1
Neither Agree nor Disagree 0% 0
Somewhat Disagree 0% 0
Disagree 0% 0
Strongly Disagree 0% 0

Interview findings. Additional questions regarding mentoring programs and experiences
were asked during the interview segments of data collection. Of the seven interviewees, four
identified specific mentors or mentoring programs they participated in during their careers, two
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did not consider any influences throughout their careers to be mentors, and one did not have
available mentors that had experience in her particular leadership positions. Participant 23
considered most of her former principals as mentors throughout her career. “Our former
superintendent was one of the principals I worked under, and he made it a point to make sure to
work to mentor us when we were teachers and as new administrators. I consider him one of my
true mentors in shaping my ability to lead and my leadership style.” Participants 9, 10, and 17 all
mentioned specific mentoring programs that have been an asset to them in preparing for
leadership. Participants 10 and 17 both took part in the leadership program through the National
Institute for School Leaders (NISL) where they worked with experienced leaders in solving
problems and creating valued relationships where they have been able to turn since then as
leaders in their current roles. Participant 17 credits NISL with her recent consideration of
pursuing a principalship role. “After completing NISL, I found that I enjoyed the problem-
solving aspect that I see principals do daily that I sometimes do not get the chance to fully
experience as an assistant principal. I also found several experienced leaders through the
program who have encouraged me to pursue higher leadership and they have been my mentors in
that aspect.” Participant 14 noted that she feels she would have been able to be more successful
as a leader if she had been able to have a mentor during her career. “I was sort of placed in (my
current role) without any background in what it should look like or anyone to help me. I
would’ve liked to have had a mentor so I could have someone to ask questions to and just talk to
when I would get frustrated with some task I needed to do.” Based on participants responses in
the interviews where they expressed either a desire for mentoring or that mentoring helped them
in some way, it can be determined that this influence, while existing in some form, can still be
determined to be a need due to the influence mentoring has on leadership.
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Summary. The assumed motivation influence that female leaders should value mentoring
as a way to become a more effective leader was shown to be a need in both the survey results and
interview findings. Although several participants experienced mentoring through their career and
some did not, the results of the survey show that mentoring is a key influence in becoming a
successful leader. Additionally, through the interview questions, it was determined that
mentoring can be a valuable asset to leadership. Thus, this influence was identified as an overall
need since the current female leaders understand the value of mentoring for aspiring leaders, as
well as the value of being a mentor for themselves as current leaders in MSPSS.
Results and Findings for Organization Causes
The conceptual framework used in this study identified three assumed organizational
influences. Two influences fall under the category of cultural setting: 1) increasing the available
mentoring and networking opportunities available to women leaders, and 2) increasing the
number of female leaders within the district as a whole and in individual schools. Categorized
under cultural models is the third influence which is that the organization needs to decrease the
amount of gender-based stereotyping that occurs in the placement of educational leaders within
the district. In order to better understand these assumed influences a qualitative survey was
performed and followed by qualitative interviews with a selected group of participants.
Cultural Settings
Influence 1. Increasing the available mentoring and networking opportunities
available to women leaders.
Survey results. In an open-ended, qualitative survey question, participants were asked to
describe their participation and experience with mentoring and networking opportunities within
MSPSS. In their responses, participants noted multiple opportunities for mentoring; however,
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there were very few who mentioned formal mentoring or leadership preparation programs. Six
out of the 24 survey participants identified past mentoring and leadership programs offered by
the district or through the district using outside sources, and approximately 50% of the
participants noted that there are no current formal mentoring opportunities available on a
continuous basis within the district. Of the six participants who discussed mentoring programs,
three made note that the programs offered have not been offered since 2011. Additionally, two
participants who have been with the district less than five years noted that there have been no
formal mentoring programs available with the exception of using teacher leaders and
instructional coaches to help support teachers. In analyzing the responses to this survey question,
it can be determined that this assumed influence is a current need within MSPSS.
Interview findings. In order to gain more knowledge of mentoring and networking
opportunities within MSPSS, the seven participants who were interviewed were asked to further
describe any mentoring or networking opportunities they had taken advantage of, as well as to
make suggestions on how to improve the availability of these types of opportunities within the
district. Participants 20 and 23 both mentioned participating in a district-sponsored leadership
and mentoring program that was developed along with the assistance of a local research
university several years ago. Participant 20 appreciated the program offering, saying, “We spent
a year meeting and following successful principals in our district and others. It was fantastic for
the contacts we made.” She also mentioned that some of these contacts helped her in applying
for her current position as the leader of accountability for the district. Participant 23 touted the
program as one of the most helpful she has experienced in her 20 years in education saying, “The
Leadership Fellows Program was part of the leadership school of the university so it gave us the
experience of seeing not only educational leaders, but leaders in the community, in business, and
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more. It was really an eye-opening experience that helped me to see the value in leadership and
connections with others.” Participants 9 and 10 participated in a state-wide program where they
were mentored by successful education leaders from across the state. Both participants noted that
their leadership styles were influenced strongly by their participation in this fellowship program
and that a smaller scale district program would be beneficial. Specifically, participant 10
commented that the mentoring and networking skills learned in this program could be done at a
district level, such as “providing professional development on how do you network as a
professional in education? How do you use social media to network in education and find
mentors? I think those are skills that, just like you had to be taught how to manage classroom,
you need to be taught how do you network in that professional arena.” Participant 9 felt that this
same fellowship program helped push her to see her qualities as a leader. “Here were teachers
from all over the state, and we shared ideas, we met with policymakers to tell them about what's
going on in our district and our school. And I think that was a great steppingstone for me to say,
hey, you need to go ahead and start looking into some leadership roles.”
Other participants that were interviewed commented that while they did not participate in
formal mentoring programs, they were able to find mentors on their own or senior administrators
helped mentor them once they were placed in a leadership position. Participant 17 noted that
while she was assigned a teacher mentor upon entering the district, that is not a practice that has
continued, but she also said that “our principal does a great job of mentoring staff and those on
the administrative team. She has led by example and is always available to assist in the growth
and development of others as leader.” Other participants echoed this view in mentioning the
specific mentoring relationships they built with their own principals or district leaders. Based on
the interviewees’ responses that there are no current mentoring programs and that the district
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could learn from building new programs modeled on state or university programs, the interview
responses lend themselves to this influence being a need.
Summary. In reviewing the survey data regarding increasing the available
mentoring and leadership preparation or networking opportunities within MSPSS, the qualitative
responses collected determined that this is a need within the organization. With very few
participants mentioning formal mentoring opportunities or noting that the only opportunities
were many years ago, an identifiable gap can be seen in this influence. Additionally, the
participants interviewed also noted a lack of recent formal opportunities for mentoring and
networking and also identified that there is a need for more professional development or
programs of this nature. Therefore, by analyzing the data collected from both surveys and
interviews, this influence is determined to be a need.
Influence 2. Increasing the number of female leaders within the district and in
individual schools.
Survey results. No survey questions were asked for this influence
Interview findings. Since this study is informed by all female participants, the data
informing the determination of asset or need for this influence was analyzed in relation to
interview questions regarding the support female leaders receive within the district or school. Of
the seven participants interviewed, four identified gaps in support while they have been in
leadership positions. All four of these interviewees attribute that gap in the lack of women in
district or school leadership at the time of these interviews. Participant 9 commented that “All
my principals have been white men, and they were good principals, but it is hard for me, as a
African-American woman to not see anyone who looks like me, or any women at all in a
leadership position where I can look to them for support.” She also noted that it can be
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intimidating to go to a male leader and ask for support and that this can make women leaders or
potential leaders feel as if they will not be able to get ahead in their school if they are not
“respected as a leader.” Participant 20 mentioned having worked under a female superintendent
and now a male superintendent and the effect this had on support in her position. “I went from
having a female superintendent and female Chief Academic Officer that I reported to and who I
had worked with for long enough that they knew what I was capable of doing and valued it and
gave me the autonomy to be able to go and do what I need to do. That is not the case anymore
with male leaders having replaced them.” Participant 14 also noted this same sentiment in having
worked closely with previous female district leaders. “I now work in an office with all men
above me. It is very different and where I used to be able to go to our female leadership director
and get support and understanding for some situations, it isn’t that way with our current leaders.”
She added that while the current male leadership is made up of excellent leaders, there is a
different dynamic and level of support for both men and women leaders when a female is at the
highest position as director of schools.
Summary. In analyzing the interview responses related to the assumed influence that
there needs to be a larger number of female leaders within the district, the data indicate that the
support for leaders, both male and female, is stronger with more women in leadership. Although
this question is not a direct question of whether or not more females need to be in leadership, it
can be deduced from the interview responses that this influence is a need within the district due
to the support that can be provided for both current and aspiring leaders within MSPSS.
Cultural Model
Influence 1. Decrease the amount of gender-based stereotyping that occurs in the
placement of educational leaders within the district.
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Survey results. Participants were asked whether they agree or disagree that gender-based
stereotyping exists within MSPSS in regard to the appointment or hiring of educational leaders.
The largest percentage of participants (42%) disagree that there is gender-based stereotyping in
the hiring practices in MSPSS; however, no range met the threshold of 50% regarding this
question. However, 13 participants responded with somewhat disagree, disagree, or strongly
disagree; therefore, this influence can be determined to be an asset since there is not a majority of
responses that indicate there is a strong tendency of gender-based stereotyping within MSPSS
based on the survey. Table 9 indicates the responses, percentages, and counts for this survey
question.
Table 9
Survey Results on Gender-Based Stereotyping within MSPSS
Response Percentage Count
Strongly Agree 8% 2
Agree 8% 2
Somewhat Agree 8% 2
Neither Agree nor Disagree 21% 5
Somewhat Disagree 8% 2
Disagree 42% 10
Strongly Disagree 4% 1

Interview findings. In the seven interviews conducted for this study, each participant was
asked to identify any gender-bias or stereotyping they experienced within MSPSS. Four of the
participants commented that they had experienced or witnessed gender-based stereotyping within
MSPSS. Three participants were neutral in their response to this question, not indicating whether
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they believed the gender-bias existed due to the fact they had not personally experienced it.
Participant 20 noted that she has experienced gender-bias or stereotyping twice in her career with
MSPSS. One incident occurred when she applied for an assistant principal position within her
school. She noted that the principal said a man would be better for the job. She also detailed
another recent experience that occurred during a district leadership team meeting. “Each of the
male district leaders was allowed the floor to speak regarding test results we’d just gotten.
Although I am the testing coordinator for the district and analyze the results, I was never given a
chance to speak. None of the women present spoke up. Only the men.” She also reflected on the
fact that under each previous female superintendent, the majority of district office staff were
women. However, she also noted that “this changed when (name withheld) came in a couple of
years ago. He replaced all the positions that were held by women with all men. I cannot say for
sure this was intentional, but I noticed the dynamic change here once that occurred.” Participant
14 also responded with similar answers. “I’ve been passed over for positions in the district office
that went to men even though I was equally qualified. This could have been because of the ‘good
ole boy’ mentality since they all worked together before, but to me, it was not right to not
consider me when I was just as experienced as they were.” Participant 9 responded with similar
answers when she recounted an experience with a principal in a previous school. “I had applied
for an assistant principal’s position, but it was given to a male colleague instead. We both had
similar qualifications, but because the principal thought a man would be better suited for a high
school assistant principal, he got the job, not me.” Given the answers to the questions regarding
gender-bias and stereotyping in the interview stage of this study, it can be determined that this
assumed influence is a need.
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Summary. In reviewing the survey data for the assumed organizational influence that
MSPSS needs to work to decrease the number of gender-based stereotyping incidents within
hiring practices and appointments within the district, the data showed that this influence was an
asset. However, once more information was analyzed through interviews regarding participants’
personal experiences with gender-bias and stereotyping, the responses indicated that this
influence is a need. In reviewing both sets of data together, the stronger notions that gender-bias
and stereotyping exist can be seen in parts of the survey and considerably more in the interviews.
Therefore, this assumed influence is determined to be an overall need.
Summary of Validated Influences
Tables 10, 11, and 12 show the knowledge, motivation, and organization influences for
this study and their determination as an asset or need.
Knowledge
Table 10
Knowledge Assets and Needs as Determined by the Data
Assumed Knowledge Influence Asset or Need
Conceptual: Women leaders in education must be knowledgeable of
the career paths and potential external barriers for positions such as
secondary principal and district superintendent.
Need
Conceptual: Women who are entering higher leadership roles must
understand the non-traditional paths to achieve leadership positions
and how they allow experience to be gained in various areas of
school and district leadership.
Need
Metacognitive: Women educational leaders must overcome self-
imposed barriers in order to overcome external barriers to being in
leadership roles and advancing in those roles.
Need
Factual: Women leaders must be able to identify leadership
characteristics needed to be a successful leader within a district or
school.
Not Validated
as a Priority

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Motivation
Table 11
Motivation Assets and Needs as Determined by the Data
Assumed Motivation Influence Asset or Need
Self-Efficacy: Female leaders should believe they have the
leadership qualities to take part in leadership roles within the
MSPSS schools or at the district level.
Asset
Expectancy Value: Female leaders should see the value in being
mentored and becoming mentors in a leadership program in order to
become more effective and successful leaders.
Need

Organization
Table 12
Organization Assets and Needs as Determined by the Data
Assumed Organization Influence Asset or Need
Cultural Setting: There should be a larger number of female leaders
within the district as a whole and in individual schools.
Need
Cultural Setting: There should be an increased number of mentoring
and networking opportunities within the district.
Need
Cultural Model: The amount of gender-based stereotyping that
occurs in the placement of educational leaders within schools and at
the district level should be decreased.
Need

In order to fully address these influences, recommendations for solutions will be
presented with supporting evidence in Chapter Five: Recommendations and Evaluation.

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
This evaluation study analyzed the knowledge, motivation, and organization influences
affecting gender equity in MSPSS. Chapters One, Two, and Three outlined the problem of
practice, literature review regarding gender equity issues in education leadership and leadership
in general and detailed the qualitative approach to data collection used to inform Chapters Four
and Five. The data presented in Chapter Four were collected over a period of four months and
included a qualitative survey sent to 30 female leaders within MSPSS, with 24 female leaders
completing the survey, and then follow-up qualitative interviews with seven of the participants
who completed the survey. By utilizing both a qualitative survey and follow-up interviews, a
consistent sample of female leaders within MSPSS is represented in this study.
Several KMO influences were identified throughout the literature review and validated
through the data analysis in order to provide the basis for the recommendations listed in Chapter
Five. Four knowledge influences were identified through the literature review, with three of
those being validated through data collection and analysis. These knowledge elements focus on
leadership career paths, leadership abilities, and barriers faced as female leaders. The two
motivation influences are rooted in the theories of self-efficacy and expectancy value, and the
organizational influences center around the cultural settings and models relating to mentoring
and networking among leaders in MSPSS. As noted in Chapter Four, some KMO influences
were identified as assets and others as needs across the sample population used in this study.
Within Chapter Five, recommendations are provided to address the identified gaps and
needs and reinforce the assets affecting gender equity within MSPSS. The initiative that is
recommended is designed to use leadership workshops and a mentoring program in order to
close these gaps. The program itself is intended to take approximately one and a half years to
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fully complete and will cycle through yearly so that all interested leaders can take part in the
initiative.
The framework for this program and set of recommendations is found in the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). This model is divided into four levels that
are used in reverse order to ensure the learner goals are fully met. Beginning with identifying
those goals and targeted outcomes in Level 4 (Results), then moving through Level 3 (Behavior)
to determine the application of learning from the training, and finally determining Levels 2 and 1
(Reaction and Learning, respectively), the program is developed in such a way to effectively
operationalize and be continuously evaluated (Kirkpatrick & Kirkpatrick, 2016). The program
will be evaluated using this model through various formative methods such as focus groups,
observations, discussions, action plans, and knowledge checks (Kirkpatrick & Kirkpatrick,
2016). The final evaluation that will drive the success of the program and provide the necessary
data to determine any needed improvements will be in the form of two immediate surveys
following the workshop phase and a summative survey one month after participants complete the
mentoring program. The recommendations are presented in detail in the following sections in
Chapter Five.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. The knowledge influences listed in Table 13 represent the assumed influences
following the Krathwohl (2002) framework that will be a part of achieving the stakeholders’
goal. A qualitative survey, interviews, and related literature, as well as the use of the knowledge
gap analysis and evaluation as found in Clark and Estes (2008), are used to determine the key
influences and possible recommendations for closing those gaps. The knowledge gaps presented
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include the knowledge and identification of leadership abilities, the knowledge of the traditional
career paths for K-12 education leaders, and the barriers to becoming leaders that women face,
whether those are external, organizational, or self-imposed. Table 13 indicates the validation and
priority of the knowledge influences. Additionally, in analyzing the data collected, one
knowledge influence--the identification of leadership characteristics--appears to be insignificant
and shows no knowledge gap. According to the data collected, the three other knowledge
influences relating to career paths and gender equity barriers were validated and are considered
to be high priorities in achieving the stakeholders’ goal. Within Table 13 below, there are also
recommendations for each influence relating to the theoretical principles of social cognitive
theory, information processing theory, and meta-cognitive theory.
Table 13
Summary of Knowledge Influences and Recommendations
Assumed Knowledge Influence

Asset or
Need
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Women leaders in education
must be knowledgeable of the
career paths and potential
external barriers for positions
such as secondary principal and
district superintendent. (C)
N Y (SC) Modeled
behavior is more
likely to be
adopted if the model
is credible, similar
(e.g.,
gender, culturally
appropriate), and the
behavior has
functional value
(Denler, Wolters, &
Benzon., 2009).

Help learners
acquire new
behaviors
through
demonstration and
modeling
(Denler et al.,
2009).

Provide training to
current and aspiring
women leaders to show
possible career paths and
barriers that incorporates
the use of women in
senior leader positions as
models to provide
exemplars of how to
successfully navigate the
barriers they faced in
their career paths.

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Women who are entering higher
leadership roles must understand
the non-traditional paths to
achieve leadership positions and
how they allow experience to be
gained in various areas of school
and district leadership. (C)
N Y (IP) To develop
mastery, individuals
must acquire
component skills,
practice integrating
them, and
know when to apply
what they
have learned
(Schraw &
McCrudden, 2006).

Provide guidance,
modeling, coaching,
and other
scaffolding during
performance
(Mayer, 2011).

Provide training and
education opportunities
for current and aspiring
women leaders that helps
them acquire the
knowledge and skills to
advance their careers
through non-traditional
pathways, such as
participating in leadership
training, coaching and
mentoring aspiring
leaders, and learning
additional leadership
skills through other
positions.
Women educational leaders must
overcome self-imposed barriers
in order to overcome external
barriers to being in leadership
roles and advancing in those
roles. (M)

N Y (MC)
Learning and
motivation are
enhanced when
learners set
goals, monitor their
performance
and evaluate their
progress
towards achieving
their goals.
(Ambrose, Bridges,
DiPietro, Lovett, &
Norman, 2010;
Mayer, 2011)

Provide training that
offers opportunities to
practice various self-
evaluation strategies, time
management and task
prioritization in order to
present leaders with
appropriate examples of
overcoming external and
internal barriers.
Women leaders must be able to
identify leadership characteristics
needed to be a successful leader
within a district or school. (D/F)
A N Not a priority Not a priority.

Increasing the knowledge of traditional career paths and external barriers to higher
leadership positions. In analyzing the results from this study, the findings indicate that women
in educational leadership positions need more conceptual knowledge on the importance of
knowing the career paths and the barriers faced when working toward potential leadership roles.
In order to address this knowledge gap, a recommendation based on social-cognitive theory has
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been selected. According to Denler et al., (2009), using modeling techniques that are relevant to
the learners’ situation, as well as using instructors and coaches who are both credible and similar
to the learners, can lead to a higher probability that the desired behavior is effectively taught and
learned. This suggests that providing appropriate training and education opportunities to women
leaders will support the outcome of learning leadership career paths while also understanding the
barriers they may face along the way. The recommendation is then to provide training and
education to current and aspiring women leaders to show possible career paths and barriers that
incorporates the use of women in senior leader positions as models to provide exemplars of how
to successfully navigate the barriers they faced in their career paths. For example, the district can
incorporate a mentoring program that includes group learning sessions led by experienced female
leaders that focus specifically on women’s leadership paths, as well as sessions on how to
overcome the external barriers women face when working toward leadership positions.
According to Weiner & Burton (2016), the lack of mentoring and leadership programs for
aspiring female leaders can be traced back to instructional leader and principal preparation
programs in universities due to gender bias and external barriers not being properly addressed
within the curriculum. Although this is an ongoing issue in these preparation programs, it can be
addressed by districts and schools by creating internal mentoring and leadership preparation
programs so that a pool of potential leadership candidates is created internally (Bowser, Hux,
McBride, Nichols, & Nichols, 2014). Additionally, Wallace (2014) stresses that quality
mentoring programs create more effective leaders, and for women in the field of education, this
mentoring is especially effective when it comes from other women leaders in the same field. In
order to address both the issue of insufficient leadership preparation outside of their own
organizations, schools and districts can build leadership and mentoring programs internally and
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address the issues of both gender bias and lack of mentoring on their own through women-led
training and education programs for aspiring and current female leaders. A mentor is considered
to be an educational leader, so it is natural that this type of program would be effective in helping
women leaders fine tune leadership skills that will help them continue to build other women
leaders while fine-tuning their own leadership abilities (Thornton, 2014).
Increasing the knowledge of non-traditional paths to educational leadership roles.
According to the findings and results of this study, there is a gap in the conceptual knowledge of
how women can use non-traditional career paths to gain leadership experience in order to
advance to more prominent leadership positions. In order to address this, information processing
theory is being used to draw a recommendation to close this knowledge gap. Schraw and
McCrudden (2006) and Mayer (2011) suggest that learners must not only acquire skills and
knowledge but also know when to apply them, as well as understand the need for modeling,
coaching, scaffolding, and coaching as part of the process to gain and utilize experience related
to the knowledge and skills that are gained. Therefore, a recommendation can be made to
provide training and education opportunities for current and aspiring women leaders that help
them acquire the knowledge and skills to advance their careers through non-traditional pathways,
such as participating in leadership training, coaching and mentoring aspiring leaders, and
learning additional leadership skills through other positions. For example, creating an internal
leadership pathway that includes non-administrative positions (e.g., learning coaches or
instructional coaches) where these positions are considered part of school-level leadership teams
and given the opportunity to gain additional knowledge and skills through working with current
administrators and district leaders, being trained on coaching and mentoring skills, and providing
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regular educational programs delineating various other leadership opportunities within the school
or district.
Hoff and Mitchell (2008) state that educational preparation and specific career paths
directly affect whether or not women pursue educational leadership opportunities. Women’s
career paths within education are very different than the traditional leadership path of beginning
as a secondary education teacher or coach and then moving on to a principal position followed
by a position as a superintendent or other district office staff (Brunner & Kim, 2010). According
to Brunner and Kim (2010), this path is one often seen taken by male educational leaders, but
that women tend to follow a very different career path. However, by varying their chosen career
path and gaining varied experiences within the educational leadership realm, women leaders can
gain an advantage as long as they are aware of these career paths (Sperandio, 2015). Gaining
experience through positions such as an instructional coach, learning coach, or other supervisory
position at the district level allows a leader to be better prepared to take on a higher-level, more
complex leadership role due to being exposed to the various internetworking between schools
and the district (Sperandio, 2015).
Increasing self-evaluation strategies to overcome self-imposed barriers. The findings
and results of this study indicate that there is a gap in the metacognitive knowledge and skills of
women in leadership roles during the process of evaluating the self-imposed barriers that they
have created that hinder them in advancing to higher leadership positions. To effectively address
this gap, a recommendation in metacognitive theory has been selected. In order to enhance both
learning and motivation, learners must use self-evaluation and self-reflection to monitor
performance and progress toward reaching a set goal (Ambrose et al., 2010; Mayer, 2011). This
then suggests that, in order to overcome these self-imposed barriers, training should be provided
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that offers opportunities to practice various self-evaluation strategies, time management and task
prioritization in order to present leaders with appropriate examples of overcoming external and
internal barriers. One way to ensure this occurs is to create a professional development training
series that focuses on both self-evaluation strategies and ways to manage time and tasks in order
to develop the ability to use self-reflection to effectively perform as a leader.
Female leaders in education and other fields often are forced to cope with self-imposed
barriers such as feeling inadequate in leadership skill and knowledge, knowledge of other areas
of education, and knowledge of career preferences and paths to leadership (Sperandio, 2015;
Sperandio, 2010). Sanchez and Thornton (2010) state that women sometimes see advancing to
higher leadership positions as risks due to the lack of confidence in their leadership abilities and
skills, regardless of their own desire to become a successful leader. Wong et al. (2018) stresses
the importance of being able to self-reflect on these issues and evaluate these internal barriers in
leadership programs and that these programs should delve deeper beyond simple leadership skill-
building and preparation. By developing training sessions or a series that focuses on the process
of self-evaluation of goals and internal obstacles, women in leadership can learn to overcome
these self-imposed barriers in order to be successful in advancing their leadership careers.
Motivation Recommendations
Introduction. The influences in Table 14 represent the complete list of assumed
motivation influences as described by Mayer (2011) who describes motivation as having four
components--personal, activating, energizing, and directed. These influences were evaluated
through a qualitative survey and additional interviews, as well as being supported by the review
of literature for gender equity and the review of motivation gap analysis as outlined in Clark and
Estes (2008) in order to align them with the stakeholders’ goals. The motivation influences
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identified include women leaders believing they have the leadership qualities needed to take
higher leadership roles within MSPSS and seeing the value in utilizing mentoring as a way to
become a more effective and successful leader within their school or district. Table 14 indicates
the order of priority and validation of these influences. According to the data collected, both of
these influences are validated and are considered a high priority in achieving the stakeholders’
goal. Additionally, Table 14 lists possible recommendations based on the principles of learning
and motivation as discussed in Eccles (1983), Wigfield and Eccles (2001), and Pajares (2006).
Table 14
Summary of Motivation Influences and Recommendations
Assumed Motivation Influence*

Asset or
Need
Priorit
y
Yes,
No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Female leaders should believe they have
the leadership qualities to take part in
leadership roles within the MSPSS
schools or at the district level. (Self-
efficacy)

A Y Learning and
motivation
are enhanced when
learners have
positive
expectancies for
success
(Eccles, 1983;
Wigfield & Eccles,
2001).

Feedback and
modeling
increases self-
efficacy
(Pajares, 2006).

Provide
opportunities for
new female leaders
to gain confidence
in their leadership
abilities and obtain
required leadership
credit hours for
license renewal by
participating in
observation and
feedback norming
sessions with highly
effective female
leaders.
Female leaders should see the value in
being mentored and becoming mentors
in a leadership program in order to
become more effective and successful
leaders. (Expectancy Value)

N Y Include rationales
about the
importance and
utility value of
the task (Pintrich,
2003).

Activating personal
interest through
opportunities for
Create a district
mentoring program
that will pair new
current leaders with
experienced leaders
within the district,
eventually creating
a cycle of mentors
with each current
leader moving
93
choice and control
can increase
motivation (Eccles,
1983; Wigfield &
Eccles, 2001).

within the program
to mentor others
once they have
completed the
program.

Increase self-efficacy of women in K-12 leadership roles. According to the findings
and results of this study, women leaders often lack the belief that they have the leadership
qualities necessary to take on more leadership roles with their K-12 schools and districts. In
order to address this issue, a recommendation within the theory of self-efficacy has been chosen
to close this motivational gap. Eccles (1983), Wigfield and Eccles (2001), and Pajares (2006)
found that when learners have positive expectations for success through learning and motivation,
as well as through feedback and modeling, their self-efficacy can increase. This suggests that
finding a way to provide female leaders examples of leadership abilities through effective
modeling and feedback will increase their self-efficacy. Thus, the recommendation is to provide
opportunities for new female leaders to gain confidence in their leadership abilities and obtain
required leadership credit hours for license renewal by participating in observation and feedback
norming sessions with highly effective female leaders. This can be accomplished through
monthly professional development meetings where opportunities occur through team-based
norming sessions between new and experienced female leaders where feedback is provided to
the new leaders through observation, collaboration, and discussion in real-time scenarios as the
new leaders go through their day as a school or district leader.
Sampson (2018) suggests that women may place barriers on their own abilities as a leader
where they do not see their worth as an effective leader. However, according to Bandura (2005),
this self-imposed barrier can be overcome by a mixture of using self-reflection and self-
correction to create self-awareness, which is at the core of self-efficacy. Women leaders can use
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this self-regulation through feedback and observation in order to realize both their strengths and
weaknesses as leaders so that they can structure a more effective leadership skill set (Bandura,
2005). By creating this self-awareness of leadership skills, Lumby (2013) suggests that women
may accept more leadership positions once they realize that their skill set makes these positions
more accessible.
Increasing the value of mentorship among female leaders. The data collected through
this study suggests that women in leadership roles recognized that there is an absence in
mentorship programs within MSPSS, which would help them become a more effective leader. A
recommendation based on expectancy value theory has been selected to close this gap in
motivation. According to Pintrich (2003), Eccles (1983), and Wigfield and Eccles (2001), by
rationalizing the importance of task value and increasing personal interest through individual
choice and control, motivation can increase. This then suggests that providing an optional
opportunity to become involved with a mentoring program tailored to leadership can increase the
value placed on mentoring itself. A recommendation using this theory is to create a district
mentoring program that will pair new current leaders with experienced leaders within the district,
eventually creating a cycle of mentors with each current leader moving within the program to
mentor others once they have completed the program. An example of this type of program would
be an aspiring leadership mentor academy where highly effective school and district leaders
work with other new leaders within their schools or district-level departments to mentor them in
their work and provide opportunities to become mentors themselves upon successful completion
of the program after one school year.
Bowser et al. (2014) posit that these types of site-based mentorship programs lead to
more effective candidates for higher leadership positions such as principals or district-level
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leaders. If programs that build leaders through mentors are used effectively and early in leaders’
careers, issues surrounding the value placed on having mentors throughout leaders’ tenure within
a school or district can be reduced (Weiner & Burton, 2016). In addition to simply using these
mentoring programs, Wallace (2014) states that making sure that the program consists of high-
quality mentors and program curriculum can help increase the attractiveness of mentoring to
current and aspiring leaders. Ultimately, these types of programs will lead to the advancement of
women in varied leadership and mentoring positions so that they can work to fine-tune
leadership skills while also creating a large network of mentors and mentees (Block & Tietjen-
Smith, 2016; Thornton, 2014).
Organization Recommendations
Introduction. The influences shown in Table 15 represent the complete list of assumed
organization influences prioritized by their identification as an asset or need and by the
frequency each was mentioned in the qualitative survey and interview phases of the research.
The organization influences identified in Table 15 include increasing available networking
opportunities for female leaders, decreasing gender stereotyping that occurs when organizational
leaders are chosen, and creating opportunities for more women to reach leadership positions
within the organization. Each influence is supported in related literature surrounding
organizational culture and follows the gap analysis model outlined in Clark and Estes (2008),
which suggests that misalignment of stakeholder goals and organizational goals is often due to
lack of resources. Additionally, Gallimore and Goldenberg (2001) assert that both cultural
models and settings define an organization’s culture through the beliefs and values shared within
the organization and the settings where organizational performance occurs. In order to achieve
the stakeholders’ goals, the cultural models and settings must align with the resources and
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processes throughout the organization. Table 15 indicates each organizational influence along
with recommendations for those influences based on related theoretical principles.

Table 15
Summary of Organization Influences and Recommendations
Assumed Organization Influence*

Asset or
Need
Priority
Yes, No
(Y, N)
Principle and
Citation

Context-Specific
Recommendation
There should be a larger number of
female leaders within the district as a
whole and in individual schools.
(Setting)
N Y Organizational
effectiveness
increases when
leaders continuously
build relationships
(Clark & Estes,
2008).

Organizational
culture is created
through shared
experience, shared
learning and stability
of membership. It is
something that has
been learned. It
cannot be imposed
(Schein, 2004).

Create a district-
led mentoring
program that
focuses on the
importance of
building
relationships
among female
leaders through
networking
opportunities.
There should be an increased number
of mentoring and networking
opportunities within the district.
(Model)
N Y Effective leaders
regularly engage in
the process of
reflection in order to
ensure their actions
promote an
atmosphere of
inclusion and
diversity. They
facilitate problem-
solving
strategies that
promote objectivity,
equity, and
inclusivity
(Bensimon, 2005;
Create a district-
wide team of
teachers, school
leaders, and
district leaders to
discuss the
organizational
mission and goal
surrounding
gender equity and
cultivate a culture
of equity among
all members of the
organization to
ensure equitable
placement of
leaders within
schools and at the
district level.
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DiTomaso, Post &
Parks-Yancy, 2007).

The amount of gender-based
stereotyping that occurs in the
placement of educational leaders within
schools and at the district level should
be decreased. (Setting)
N Y Effective leaders
promote diversity at
the highest levels of
the organization
(DiTomaso, Post &
Parks-Yancy, 2007;
Stevens, Plaut &
Sanchez-Burks,
2008).

Ensure that female
staff members feel
confident applying
for higher-level
leadership
positions and make
an organizational
commitment
ensuring that
gender equity is a
priority for
selection in all
leadership
positions.

Increase district networking and mentoring opportunities to help create more
women leaders. The data collected in this study indicate that there is a lack of needed
networking and mentoring opportunities for women leaders in MSPSS. By increasing the
number of networking and mentoring opportunities, the likelihood of adding more female leaders
to MSPSS increases, as well. Thus, the priority for improving the cultural setting of the
organization revolves around increasing the opportunities for women leaders to network and gain
mentors. In order to address this issue, a recommendation rooted in organizational theories
surrounding culture and effectiveness has been selected. According to Clark and Estes (2008),
the effectiveness of an organization increases through the relationships built among its leaders.
Additionally, shared experience among leaders that can be learned through networking and
mentoring can result in a more stable and desired organizational culture (Schein, 2004). This
suggests that an increase in the available networking and mentoring opportunities will, in turn,
increase the number of female leaders who take on higher-level leadership roles within MSPSS.
Thus, the recommendation is to create a district-led mentoring program that focuses on the
importance of building relationships among female leaders through networking opportunities,
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which will help build the confidence among women leaders to work toward higher-level
leadership positions. For example, in order to stress the importance of networking and the
importance of building relationships with other leaders that could create mentorships, a
professional development program incorporating these goals will be offered to both current and
aspiring leaders at the beginning of each school year.
According to Rhee and Sigler (2015), relationships built around mentoring within
organizations are vital to creating effective organizational leadership. Additionally, Umpstead, et
al. (2015) stresses that mentoring can be especially effective in creating strong women leaders
within education. This is essential due to the fact that, although education is primarily a female
dominated career, there is a lack of female influence in leadership in K-12 education (Bollinger
& Grady, 2018). This lack of a female leadership influence leads to a diminished level of support
for women leaders causing them to decide against pursuing leadership roles (Muñoz, et al.,
2014). By creating these essential networking opportunities internally within districts, more
mentoring opportunities are simultaneously created by building relationships among women
leaders, thus increasing the favorability toward female leadership within the organizational
culture (Sampson, 2018; Sanchez & Thornton, 2010).
Decrease gender-based stereotyping that affects the placement of women in
leadership. Approximately 60% of women leaders in MSPSS have experienced gender-based
stereotyping within their careers as leaders in K-12 education, which has led to a decrease in
pursuing leadership positions and decreased confidence in the equitable placement of leaders
within the district. In order to address this issue, a recommendation rooted in organizational
culture and communication has been selected. To ensure that objectivity, equity, and inclusivity
are seen as vital aspects of an organization, effective leaders must continually engage in self-
99
reflection of their actions surrounding inclusion and diversity (Bensimon, 2005; DiTomaso, Post
& Parks-Yancy, 2007). This suggests that effective communication and collaboration among
both the leaders and others within the district must be included as an essential part of the
organizational structure and culture to ensure that there are equitable opportunities available to
everyone. The recommendation for MSPSS is to create a district-wide team of teachers, school
leaders, and district leaders to discuss the organizational mission and goal surrounding gender
equity and cultivate a culture of equity among all members of the organization to ensure
equitable placement of leaders within schools and at the district level. This could be achieved by
conducting quarterly meetings consisting of the aforementioned district-team where there is a
continuous evaluation process conducted to determine the equitability of the leadership
placement at both the school and district levels. These evaluations can be accomplished through
methods such as observations, leadership surveys, and collaborative meetings with the men and
women in these leadership positions.
Often, gender bias and stereotyping can play a significant role in the placement of leaders
within K-12 schools and districts (Connell et al., 2015). According to Weiner and Burton (2016),
districts and schools often support males in roles more often than females due to the continued
presence of a “good ole boys” type atmosphere. Wrushen and Sherman (2008) and Hoff and
Mitchell (2008) stress that stereotypes like this still affect women in K-12 leadership every day.
However, by addressing the existing stereotypes of women leaders through the relationship of
gender and leadership, this negative can turn to a positive by understanding the types of
leadership women bring to the table (Pounder & Coleman, 2002). Pounder and Coleman (2002)
posit that the leadership types generally associated with women, such as transformational styles
of leadership, have become more prominent than the managerial leadership types associated with
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their male counterparts. Additionally, Wong et al. (2018) note that collaboration plays a vital role
in leadership and that women leaders may be more effective in using this characteristic of a
strong leader. By creating collaborative district teams made up of multiple stakeholders with the
goal of addressing gender equity issues within the organization, the stereotyping that is present in
leadership placement can be addressed and rectified (Pounder & Coleman, 2002; Connell et al.,
2015).
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
This implementation and evaluation plan is guided by the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016). In the New World Kirkpatrick Model, the four levels--
reaction, learning, behavior, and results--are presented in reverse in order compared to the
original Kirkpatrick model to emphasize that the focus of all training should be the outcome of
the learning, or the results (Kirkpatrick & Kirkpatrick, 2016). Each level can be described as
follows: 1) reaction is the degree to which the training is relevant and engaging to participants, 2)
learning is the degree to which participants acquire the knowledge, skills, attitude, confidence,
and commitment through their participation in the training, 3) behavior is the degree to which
participants take what they learned and apply it to their daily job, and 4) results are the degree to
which the targeted outcomes occur along with the support and accountability following the
completion of the training (Kirkpatrick & Kirkpatrick, 2016). By using this reverse order, the
organization’s goals can be identified and aligned with the proposed solutions. Furthermore, the
reverse order of the New World Kirkpatrick Model allows for the other three actions to be
evaluated closer to their actual numerical order once training has been implemented and actual
evaluation has occurred, as well as allowing for a sequence of the three other actions
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(Kirkpatrick & Kirkpatrick, 2016). The sequence allows for the initial solution to be developed
and then focuses on identifying indicators of learning that occurred during the training
implementation. The final part of the sequence will reveal indicators that members of the
organization are satisfied with the implementation strategies. Using this implementation and
evaluation plan design will bridge connections between recommendations and goals while also
creating a buy-in effect that will ensure that the plan has been successful (Kirkpatrick &
Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
The purpose of MSPSS is to ensure that all students are college and career ready and for
students to be able to effectively solve problems by acquiring the knowledge needed to become
productive citizens. In order to fulfill this purpose, it is vital that there is a strong and diverse
group of district and school leaders in place. This project examined the knowledge and skills,
motivational, and organizational barriers that prevent MSPSS from having this diverse group of
leaders, with the specific focus of the study being on the barriers to gender equity within the
district that women leaders face. The driving force behind this study is the organizational goal
that 35% of the total leadership positions in each of these levels are held by qualified female
leaders by the fall of 2021. To reach this goal, a proposed solution is to create a district
mentoring program led by the stakeholder group of current female leaders that is developed
through comprehensive training and collaboration, organizational support, and incentives, such
as advancement toward administrative licensure. The intent of this program is to help both the
current female leaders and any aspiring leaders by providing mentoring in leadership that is
needed within MSPSS. This program can lead MSPSS to the desired outcome of increasing the
number of qualified female leaders in various positions throughout the district.
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Level 4: Results and Leading Indicators
Table 16 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for MSPSS. The
organizational goal of having 35% of the leaders within the district made up of qualified and
effective women leaders provides multiple opportunities to work toward that goal throughout the
designated time frame. Additionally, these external and internal outcomes are essential to
evaluating the effectiveness of the implemented recommendation of a mentoring program
developed to increase the number of women in leadership within MSPSS.
Table 16

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increased number of classroom
teachers working toward
administrative licensure.
Statistics of classroom teachers
currently working toward
administrative licensure.
Designated central office staff and
school principals monitor and track
licensure applications via the state
department of education licensure
renewal website.
Increased number of classroom
teachers and current leaders
working toward advanced
leadership degrees above a
bachelor’s degree.
Statistics of classroom teachers and
current leaders pursuing advanced
leadership degrees.
Designated central office staff monitor
and track degree progress and
completion through quarterly surveys
to teachers and local universities
offering advanced leadership degrees.
Increased number of female
applicants for leadership
positions within MSPSS.
Applications from aspiring women
leaders increase.
Human resources department monitor
and track applications.
Increased number of school-
level female leaders at the
secondary level (middle & high
school).
Statistics of the number and
demographics of leaders at the
secondary level.
Central office leadership and human
resources department monitor and
track leadership demographics.
Internal Outcomes
Increased awareness of gender
equity issues among leadership
within MSPSS by all
stakeholders in the
organization, including the
district office leadership team
and the stakeholders of focus
for this study.
Results from District Climate &
Culture Survey completed at the end of
the first and third quarters of the school
year.
Analyze results from the survey to
determine issues that need to be
addressed in training and collaborative
team discussions surrounding
equitable leadership & make changes
as needed.
103
Increased awareness of women
leaders’ self-efficacy and its
influence on leadership
abilities.
Results from Reflection Surveys
following quarterly observation and
norming sessions throughout the
school year.
Analyze results from surveys to
identify women leaders displaying
interest in further training, leadership,
and/or mentoring opportunities.
Increased number of current
MSPSS female leaders acting
as mentors to aspiring leaders.
Statistics of the number of leaders
involved in the district mentoring
program.
Monitor and track the number of
women involved in the mentoring
program on a quarterly basis.

Level 3: Behavior
Critical behaviors. The critical behaviors required for MSPSS to achieve the
aforementioned outcome are based on the identified knowledge and motivation influences within
this study. Women leaders must be knowledgeable of the factors that can hinder or assist them in
obtaining leadership positions. The initial critical behavior is that women leaders must
understand what career choices need to be taken in order to provide the most direct path to their
desired leadership position. The second critical behavior is that women must be able to identify
critical external and self-imposed barriers that can prevent them from obtaining desired
leadership positions. The third critical behavior is that women must be willing to participate in
mentoring programs that could benefit them by providing opportunities to work with and learn
from veteran leaders. The specific behaviors, metrics, methods, and timing of said behaviors is
shown in Table 17.
Table 17

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
Women leaders
identify specific paths
in their career that
move them to
leadership positions.

The number of women
moving from classroom
teacher to leadership
positions.
Surveys conducted to
determine career path
changes or preparations for
changes.

Yearly

(Can also be evaluated
each semester if changes
are made at that point.)
Women leaders
identify external and
self-imposed barriers
that can prevent them
The number of women
able to identify these
barriers through self-
reflection and feedback.
Self-reflection surveys

Feedback sessions with
mentors and supervisors
Quarterly

Monthly
104
from moving into
leadership positions.
Women leaders
participate in
leadership mentoring
programs and value the
opportunity.
The number of women
involved in the mentoring
program (both mentors and
mentees).
Monitor the number of
participants in the program.

Reflection surveys regarding
the program.
Monthly

Required drivers. Women leaders require the support of current district leadership and
other current female leaders in order to reinforce what has been learned in training and
mentoring and to encourage them on their career path to obtaining higher leadership positions
within MSPSS. These drivers reinforce, encourage, reward, and monitor critical behaviors in
order to ensure that they are meeting the organizational objectives and goals (Kirkpatrick &
Kirkpatrick, 2016). Table 18 highlights the drivers required to support the critical behaviors of
women leaders.
Table 18
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Training on possible career
paths in educational
leadership
Ongoing 1
Provide opportunities to
aspiring and current female
leaders to observe veteran
leaders through norming
sessions (e.g., group
observation sessions followed
by feedback and discussion)
Monthly

1, 3
Provide training on general
leadership skills, such as time
management and task
prioritization.
Ongoing 2
Encouraging
105
Mentoring program involving
current and aspiring women
leaders.
Ongoing 1, 2, 3
Feedback conversations
between mentors and mentees,
along with any other leader
that was observed during
norming/group observation
sessions.
Monthly 1, 2, 3
Rewarding
Offer credit hours toward
license renewal for
observations and participation
in mentoring programs
Ongoing 3
Offer women opportunities to
become a leadership mentor
upon successful completion of
the district mentoring program
Ongoing 1, 3
Monitoring
Survey participants in the
mentoring program to
determine the effectiveness.
Monthly 3

Organizational support. In order to achieve the organizational outcomes, it is essential
that organizational support for the drivers occur continuously so that the implementation of the
recommendation is successful (Kirkpatrick & Kirkpatrick, 2016). Implementing a district-wide
mentoring initiative will involve district-level leadership teams and school-level leadership teams
to ensure that proper training occurs throughout the year on the initial preparation for the
program. Implementing the initial training and professional development programs that involve
educational career paths and leadership skills will need to be planned and carried out by district
leadership. This will need to occur multiple times throughout the year on district learning days as
established in the school calendar. Some costs for these trainings can be kept to a minimum as
district-owned buildings can be utilized for the training and MSPSS personnel can conduct the
training. Also, there will need to be monthly schedules developed by senior district leadership to
106
conduct the observations and feedback conversations that will continue throughout the school
year.
Perhaps the largest need for support will come in the final development of a structured
mentoring program within the district. Senior district and school level leadership teams will need
to ensure that there is a sufficient number of mentors available for the program to begin, and the
new mentors will need to be trained in leadership mentoring and coaching techniques. Financial
resources will need to be allocated in order to provide adequate training for mentors through
outside sources, such as coaching institutes and leadership conferences, so that they are able to
return to MSPSS with the skills needed to mentor aspiring women leaders. Additional financial
resources may need to be available for the mentoring program depending on the number of
participants and their current jobs within the district. For example, if classroom teachers
participate in the program as mentees, substitutes will need to be provided and paid for in order
to cover those teachers’ classrooms. As with the initial training programs in general leadership
skills and career paths, there will be minimal cost for the location of program meetings as current
district-owned buildings will be utilized.
Level 2: Learning
In order to ensure the recommended solutions have been successful, goals are needed to
determine how well the stakeholders have acquired the intended knowledge, skills, attitude,
confidence, and commitment from participating in the training that has been established
(Kirkpatrick & Kirkpatrick, 2016). By focusing on these five components, goals are developed
that are attainable upon the successful completion of the training plan.
Learning goals. Following completion of the recommended solutions, the stakeholders
will be able to:
107
1. Recognize the traditional career paths that lead to obtaining an initial leadership
position and higher-level leadership positions, (Conceptual)
2. Recognize the non-traditional career paths that lead to a position as an educational
leader, (Conceptual)
3. Recognize the external barriers faced by women in leadership (or working to
obtain leadership roles, (Conceptual)
4. Recognize the internal barriers that may prevent them from moving into
leadership positions, (Metacognitive)
5. Identify and implement methods to overcome internal barriers through self-
reflection and self-evaluation (Declarative/Factual)
6. Identify the necessary leadership characteristics needed to become a successful
and effective educational leader, (Declarative/Factual)
7. Indicate the confidence that they can work through external and internal
barriers and have the necessary leadership characteristics in order to obtain
leadership positions, (Self-Efficacy)
8. Create an appropriate plan and path to obtaining the desired leadership position,
(Procedural)
9. Value collaborative observation and feedback opportunities with fellow leaders
(both new and experienced), (Value)
10. Value the benefits of working with leadership mentors and having the opportunity
to network with other leaders. (Value)
Program. In order to achieve the learning goals listed in the previous section, a training
program incorporating multiple facets of working toward becoming an educational leader will be
108
implemented and will evolve into a district-wide mentoring program for female education
leaders in MSPSS. There will be in-depth discussions of topics regarding career paths, self-
confidence and self-reflection, leadership challenges and barriers, leadership collaboration, and
other topics related to leadership in education. The learners, current and aspiring women leaders
in MSPSS, will study topics related to both leadership in general and topics surrounding the
benefits to mentoring and networking in leadership positions. The initial training phase will
consist of face-to-face workshops and group norming sessions, which will include program
participants and current leaders within MSPSS working together to observe other leaders in
action and collaborate through feedback conversations related to those observations. The total
time for the completion of this initial phase is five months during the 2021 spring semester
(January to May), with one workshop training session per month (2 hours each, totaling 10
hours) and one norming session per month (1 hour each, totaling 5 hours). The final phase of the
program is the district-wide mentoring program that will be ongoing throughout the following
school year (10 months) with two face-to-face meetings each month. One meeting will be a joint
all-day meeting of all mentors and mentees (6 hours each day, for a total of 60 hours), and one
will be individual mentor/mentee meetings that will be one half day each (3 hours each day, for a
total of 30 hours).
During the workshops in the initial phase, the learners will be provided with job aids
outlining the various career paths for educational leaders. These job aids will include both the
traditional career paths (e.g., classroom teacher, assistant principal, principal, a higher leadership
position) and non-traditional paths (e.g., classroom teacher, instructional coach, central office
position, higher leadership position). An additional job aid will contain a list of any required
licensure for educational leaders along with a list of approved graduate programs from
109
universities that offer licensure, master’s degrees, education specialist degrees, and doctoral
degrees. These workshops will also include leaders within MSPSS and some outside of the
district as speakers who can discuss the benefits of licensure, graduate programs, and various
degree types in order to inform participants of the multitude of opportunities available to them.
Following each workshop, the learners will be given the opportunity to review the job aids and
meet with the leaders. Upon the completion of the initial training phase of the program learners
will complete a self-assessment survey that will be used to pair mentors and mentees in the
second phase of the program.
The second phase, the mentoring program, will begin during the 2022 school year in the
fall semester and last throughout the year (August to May). During the mentoring program, the
learners will first be paired with mentors based on self-assessment surveys that will be completed
by both the learners and the potential mentors. Once the mentoring pairs have been established,
an initial meeting of all participants will occur in mid-August. During this meeting, expectations
will be set for the individual mentor/mentee meetings. Monthly logs of the individual meetings
will be completed by both the mentor and mentee and will contain the required meeting dates,
times, descriptions of meeting content, and any additional meetings that are set between the
mentor and mentee. The additional meetings will be optional, but strongly encouraged, and may
occur during or outside of school hours. Ultimately, the program will be offered on a continuous
basis with a rotating cycle of mentors and mentees participating. The goal is to have mentees
move into becoming mentors upon successful completion of the program.
Evaluation of the components of learning. In order to apply knowledge to problem
solving, there is a need to demonstrate declarative knowledge; therefore, it is necessary to
evaluate learning for the effectiveness of the declarative and procedural knowledge being taught.
110
Various methods are used to evaluate learning, such as knowledge checks, simulations, role play,
teach back activities, demonstrations, focus group discussions, surveys, and action plans
(Kirkpatrick & Kirkpatrick, 2016). Additionally, the learners must value the training as
knowledge and skills that can translate well to being used on a daily basis within their jobs. They
must also express confidence in succeeding and applying those knowledge and skills at their
jobs. Table 19 lists these evaluation methods along with the timing for the components of
learning.
Table 19
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Knowledge checks through discussion using
“think, write, pair, share” and other
individual/paired activities.
During the initial training workshops and
during the mentoring program monthly
group meetings.
Procedural Skills “I can do it right now.”

Simulations and role play of various leadership
challenges and situations.
During the workshops and during the
mentoring program monthly group
meetings.
Teach back activities during workshops on
specific topic areas such as career paths,
leadership knowledge, etc.
During the workshops.
Demonstrations and performance tests with
real-time and simulation leadership scenarios.
During the initial phase norming sessions
and during the mentoring program
mentor/mentee meetings.
Attitude “I believe this is worthwhile.”

Focus group conversations regarding
challenges, successes, and activities.
At the end of each workshop and at the end
of each mentoring program group meeting.
Discussions between mentor and mentee
regarding leadership roles and what leadership
on the job entails.
During the mentoring program
mentor/mentee meetings.
Post-workshop/initial phase survey. After the workshop phase.
Confidence “I think I can do it on the job.”

Self-reflection and self-assessment survey Following the workshop phase
Discussions following norming sessions and
feedback sessions
Following each initial phase norming
session.
111
Whole group discussion following norming
sessions and feedback sessions.
During the workshops following those
sessions and during the mentoring program
group meetings.
Survey using scaled items. Following the workshop phase
Commitment “I will do it on the job.”

Action plan regarding leadership career paths
and participation in the mentoring program.
Upon completion of the initial phase
(workshops and norming sessions).
Discussions following practice and feedback. During the mentor/mentee individual
meetings.
Completion of log sheets containing specific
activities
Completed monthly following all
mentor/mentee meetings.

Level 1: Reaction
In order to determine the learner engagement, relevance to the learners’ jobs, and the
satisfaction of the participants, various methods will be used throughout the entire program.
Attendance during the workshops and mentoring program, facilitator observations, and surveys
are some of the specific tools used to measure the reactions to this program. The timing of these
tools will range from ongoing throughout the phases to two weeks following the program
completion. Table 20 below details the components used to measure the reactions to the full
training and mentoring program.
Table 20
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement

Completion of individual training
workshops/Attendance
Ongoing throughout the initial phase of training
workshops.
Observation by facilitator Ongoing throughout the initial phase of training
workshops.
Completion of mentoring
program/Attendance
Ongoing through group mentoring meetings. Monthly
log sheet completion for individual mentor/mentee
meetings.
Course evaluation One week following the completion of the initial
training workshops
Relevance

Self-assessment & self-reflection
survey
Two weeks after the initial training workshops
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Participation in the mentor program The following school year (August)
Full program evaluation survey One month after the completion of the mentoring
program
Customer Satisfaction

Focus group discussion following
the workshop phase
After the final workshop
Focus group following the
mentoring program completion
After the final group mentoring meeting
Course evaluation One week following the completion of the initial
training workshops
Full program evaluation survey One month after the completion of the mentoring
program

Evaluation Tools
Evaluation tools are used in order to capture essential data concerning engagement,
relevance, and satisfaction related to training at Level 1, as well as obtain information regarding
targeted goals and reflections at Level 4. Kirkpatrick and Kirkpatrick (2016) emphasize the
importance of training evaluation across all four levels and that evaluation can be varied based
on the type of learning that has taken place and the type of training that was conducted. The
following sections outline the Level 1 and 2 evaluations conducted following the workshop
phase of the program and a sample Level 1 through 4 evaluation that will be completed at the
end of the completion of the entire program that includes items regarding both the workshop
phase and the mentoring program.
Immediately following the program implementation. In order to effectively evaluate a
training program, Level 1 and Level 2 evaluations must be conducted immediately after the
completion of the program in order to capture the perceptions from the participants and as a
reflective internal measure of quality for the program creators (Kirkpatrick & Kirkpatrick, 2016).
Evaluations at these levels are easy to navigate and strive to gather basic information and
opinions concerning the components outlined for each level within the New World Kirkpatrick
113
Model (Kirkpatrick & Kirkpatrick, 2016). The training for this program involves a series of
workshops on various leadership topics, culminating in a voluntary mentoring program. The
workshops are in-person and occur over a period of five months. In order to evaluate the
workshop course as a whole, two surveys will be conducted to gather opinions on the course
itself and self-reflective data from the participants in order to drive the selection for the
mentoring program. Utilizing Google Forms, a survey will be administered to participants one
week after the end of the workshop phase of the program (Appendix A). This survey contains
questions regarding the quality of the workshop content, the workshop facilitators, and learning
assessments. Two weeks after the end of the workshop phase an additional survey will be sent to
participants asking a series of self-reflection questions to participants and a final question
regarding participation in a mentoring program in leadership (Appendix B).
Delayed for a period after the program implementation. Since this program
implementation is divided into two phases--a workshop phase and a mentoring program, the
program’s full effectiveness will be measured at the completion of the year-long mentoring
program. Delays in evaluation often produce more insightful results than in immediate surveys
and focus groups; therefore, the survey in Appendix C provides elements across all four levels of
evaluation in the New World Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016). This survey
is delayed in the sense that it is one year after the initial workshop phase and one month
following the completion of the mentoring program. Thus, the relevance of the training found in
Level 1 combined with the knowledge and skills obtained through the program (Level 2) and the
necessity of critical behaviors (Level 3) serve as leading indicators for overall success of the
mentoring program itself and the goals of the participants as educational leaders (Level 4).
Kirkpatrick and Kirkpatrick (2016) state that Level 4 evaluations are part of the on-going process
114
of evaluation and reflection in order to continuously grow and improve. Thus, the evaluation will
identify gaps in the knowledge and behaviors of participants that will be used to amend both the
training workshops and mentoring programs moving forward in future years.
Data Analysis and Reporting
In order to measure the true success of a given program that is intended to improve an
issue within an organization, it is vital to not only collect data regarding the program but to also
analyze that data. Data analysis must be dynamic and ongoing throughout the implementation of
any improvement or program in order to provide opportunities to fully see the effectiveness of
the program (Kirkpatrick & Kirkpatrick, 2016). This analysis must be one that is simple to
execute, accurate in results, relevant, impactful, and simple to understand (Kirkpatrick &
Kirkpatrick, 2016). Data analysis and reporting for the principles and program in the previous
section is intended to show the impact of both the leadership workshop phase of the program and
the mentoring phase of the program. Figure 2 provides a draft chart incorporating the results of
the workshop evaluation survey organized around the theme of the survey questions. The data
collected with this survey will drive the format and topics of future workshop series sessions.

Figure 2. Survey results from the Leadership Workshop Series Evaluation
115
By sorting questions into themes, the data results can be seen clearer than if each question
were used. Also, this format allows for an easy to read and interpret presentation of the data in a
way that can be used in the continuous development and improvement of the workshop series. In
order to present a full data analysis view of the entire program, it is also essential to analyze and
report data collected in the self-reflection survey and the delayed survey following the mentoring
program phase. Figure 3 provides a draft design of the self-reflection survey that is used as the
decision-making tool for the mentoring program. It represents the percentage of participants who
saw an increase in their knowledge relating to each survey question. Additionally, the mentoring
program evaluation that occurs one month after the completion of the full program is detailed in
Figure 4.

Figure 3. Results from Self-Reflection Survey.
116

Figure 4. Results from Mentoring Program Survey
The results of the self-reflection survey and the mentoring program survey are presented
in different ways than the initial workshop evaluation tool to emphasize the importance of certain
themes within the program that ultimately lead to the successful completion of the Level 4
learner goals. By focusing on these indicators and outcomes, the potential successes and
performance concerns can be delineated in order to make improvements where needed and
continue with the parts of the program that are deemed successful. Kirkpatrick and Kirkpatrick
(2016) suggest incorporating data graphically and using testimonials and stories from those
involved in the initiative, thus the self-reflection and mentoring program figures (Figures 2 and
3) include both of these elements. By using these methods in data analysis and reporting, the
approach to presentation can incorporate a variety of persuasive powers to presentations and
enhances the overall value to stakeholders (Kirkpatrick & Kirkpatrick, 2016).
Summary
In using the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) to plan,
implement, and evaluate the initiative of a leadership workshop series and mentoring program,
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the program in its entirety is built on a blueprint of a proven and effective method for
implementing and evaluating training in order to produce the targeted outcomes. By following
the model in the reverse order and beginning with the end level (Level 4), the ultimate learner
goals can be established so that the critical behaviors, the elements of learning, and the training
itself can flow in a way that produces desired outcomes (Kirkpatrick & Kirkpatrick, 2016). The
recommendations included in this chapter are only some of the possibilities that could be
implemented at MSPSS in order to achieve the stakeholder goals. Following through with this
initiative and also including other key leaders within MSPSS could lead to even more significant
results and varied approaches. Additionally, by using the Clark and Estes (2008) Gap Analysis
Framework to drive the collection of data for the study and then offering recommendations
through the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016), a distinct
advantage in determining performance goals and challenges is realized.
Strengths and Weaknesses of the Approach
Using the Clark and Estes (2008) Gap Analysis Framework combined with the
New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) provided a practical way to
research gender equity issues in educational leadership and develop a training program to meet
the needs surrounding the stakeholder and organizational goals. The two frameworks also
provided a manageable transition from data analysis and results into the recommendations to
close the gaps in the influences. Additionally, the use of only qualitative methods of data
collection provided the opportunity to have rich information related to both gender equity issues
in MSPSS and female leadership qualities in general. Being able to use both a qualitative survey
and qualitative interviews provided a plethora of information to use when analyzing the data as a
118
whole. However, there were some aspects of this research study that could have been stronger to
help make for a more accurate study on this topic.
Throughout the time of data collection for this project, MSPSS had several instances of
turnover in both school and district leadership, resulting in fewer participants than originally
planned. This also resulted in timing of survey data collection being slightly delayed, which also
resulted in some interviews being delayed for a period of time. Additionally, MSPSS was also
conducting interviews for the new superintendent for the district during this time, which created
an anxious atmosphere with some participants. This issue may have resulted in participants
giving limited information in both the survey phase and the interview phase, as well as causing
hesitation to participate in the face-to-face interviews. This hesitation also resulted in only seven
interviews instead of the desired eight to ten interviews, which would have given a slightly larger
sample size for this study. However, given each of these challenges, a majority of the group
surveyed did participate in the initial survey phase (24 out of 30), which provided adequate data
for analysis.
Limitations and Delimitations
As with any study, this project faced limitations and the risk of inaccurate or
underrepresented data (Merriam & Tisdell, 2016). The purpose of this study was to examine the
knowledge, motivation, organizational influences affecting gender equity within the leadership
of MSPSS. Due to multiple factors relating to the research design and study environment, there
were two key limitations present. The first limitation lies within using only current female
leaders within MSPSS as the stakeholder group. By only using this group of participants, only
one perspective is offered regarding gender equity. A consideration was made to also include
aspiring female leaders and current male leaders within MSPSS; however, by using only the
119
current female leaders, a better understanding of specific leadership paths taken by women
leaders could be gained. This also allows for the development of the recommendation of the
mentoring program led by the stakeholder group as current leaders that will, in turn, assist in
creating more aspiring leaders within the district, as well.
The second limitation was the environment of MSPSS at the time of the study.
Unfortunately, there was a high level of turnover within the district while the study was being
conducted. This turnover included the interview process for the new superintendent for MSPSS
where one candidate was a high-ranking leader within the district office. This possibly created
hesitation in the participants to paint MSPSS in a negative light regarding leadership in general,
thus causing participants to give limited answers to some of the more probing questions. In
analyzing the answers given in both the survey and interviews, many of the participants did
appear to be transparent and truthful; however, due to some answers being limited in content and
context, a study limitation was present (Merriam & Tisdell, 2016).
Although there were some limitations to this study, there were several delimitations to be
noted, as well. The focus of this study was narrowed in a way that the KMO influences were
supported throughout the review of literature. Additionally, the topic of the study is extremely
relevant to women leaders and leadership in education in general. This relevancy proved to
increase the willingness of participants to answer all questions asked and provide opportunities
to expand upon answers through the open-ended questions within the interviews. This provided
insight to gender equity issues that did not always appear in previous literature.
Another delimitation was that the investigator was a part of the leadership within MSPSS.
Although Merriam and Tisdell (2016) state that challenges face researchers who may be
considered either insiders or outsiders to an organization, the challenges related to the
120
investigator were not present in this study. Since participants could view the investigator as an
insider and also someone on an equal leadership level (instructional coaches) or a slightly lesser
level (principals and assistant principals), the commonality of being part of a leadership team
proved to be an asset to participant rate of the study with 80% of the female leaders who received
the survey choosing to participate.
Future Research
With the topic of gender equity in educational leadership being extremely relevant in the
current time period, there are several areas where future research could be conducted. More
specifically, this area of research could be replicated in both the smaller and larger districts found
within any state, as well as conducted within all districts in a state. Additional research can also
be conducted regarding more focused issues within the larger term of gender equity, such as
specific research on self-imposed barriers that women often face or hiring practices of school
districts regarding superintendents. Research can also be conducted within MSPSS to further
address any gender equity issues revealed within this study so that both equity and equality can
be practiced within the district.
Future research can also focus on gender equity in leadership within other areas such as
business, religious sectors, or healthcare as many of the barriers faced by educational leaders can
be considered general among all women leaders. This would provide an additional layer to
gender equity research as a whole and possibly provide opportunities within those fields to
continue research and address issues within their own organizations.
Conclusion
This dissertation examined the knowledge, motivation, and organizational influences
surrounding gender equity in K-12 educational leadership. The driving force behind this study
121
centered on how to overcome barriers to gender equity within one school district in order to
ensure that 35% of the leadership within MSPSS is made up of highly qualified women leaders
by the fall of 2021. The research questions surrounding this study’s design, methodology, data
collection and analysis, and recommendations were:
1. What are the knowledge, motivation, and organizational needs required for Mid-
Southeast Public School System (MSPSS) to achieve 35% of district and school
level leadership roles being held by qualified female educators by the fall of
2021?
2. What are the knowledge, motivation, and organizational elements present in
MSPSS to foster an environment within MSPSS for current female leaders to
obtain higher leadership positions and assist aspiring leaders through mentoring
and networking solutions?
3. What is the interaction between organizational culture and context and the current
female leaders’ knowledge and motivation to work toward the goal of obtaining
advanced leadership positions?
4. What are the recommended knowledge, motivation, and organizational solutions
to these needs?
The review of literature and analysis of the assets and needs was structured around the
Clark and Estes (2008) Gap Analysis Framework that identified knowledge, motivation, and
organization influences relating to external and self-imposed barriers to gender equity, theories
of self-efficacy and expectancy value, and cultural settings and models of MSPSS. Each
influence was examined and validated through the research methods of a qualitative survey and
122
additional qualitative interviews to identify gaps, assets, and needs within the knowledge,
motivation, and organizational barriers that affect women leaders within MSPSS.
The knowledge of how to navigate the various traditional and non-traditional career paths
to becoming an educational leader and the ability to overcome external and self-imposed barriers
that women leaders face are the basic elements of what women encounter when working to rise
to leadership positions in K-12 education. As Hoff and Mitchell (2008) point out, women base
their desire to begin to pursue educational leadership on these factors alone in the early stages of
deciding on a career path. Additionally, the critical behaviors associated with self-knowledge and
self-reflection on leadership skills and external factors such as seeing the value in mentoring,
networking, and collaboration become essential for women leaders to advance in leadership
within K-12 education. These factors relating to self-efficacy and expectancy value are key in
providing the necessary elements to women leaders to continue to pursue leadership positions. In
analyzing the data for this study, the importance of these factors was consistent with previous
literature in regard to having this knowledge and motivation regarding leadership.
From an organizational perspective, the greatest need was perhaps the lack of a
mentoring or networking opportunity within MSPSS for not only women leaders but all leaders
within the district. The need to improve the organizational culture to be one of supporting leaders
internally while also working to build the confidence of aspiring leaders so that MSPSS can have
strong leadership in all aspects of the district is one that was seen as one of the key factors for the
participants in this study. According to the study participants, building the relationships among
leadership within the district, both male and female, is a necessary part of helping overcome
barriers they may face on their career path. In order to address these issues within MSPSS, a
123
series of recommendations were made following the New World Kirkpatrick Model (Kirkpatrick
& Kirkpatrick, 2016).
These recommendations centered on developing three critical behaviors surrounding
women in leadership: 1) identifying the specific career paths to move into leadership positions,
2) identifying the external and self-imposed barriers that can prevent them from moving into
leadership positions, and 3) participating in mentoring programs and valuing the opportunity to
network with other leaders. By identifying these critical behaviors and acting on them through
the development of goals and then seeing those goals come to fruition through a leadership
workshop series and mentoring program within MSPSS, there can be an increase in the number
of women in MSPSS and in other school districts who understand the importance of pursuing
leadership roles and the importance of making sure gender equity in those leadership roles is at
the forefront of K-12 educational leadership conversations.
124
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133
APPENDIX A: Qualitative Survey
Introduction
Dear Participant:
My name is Kristy Sherrod and I am a doctoral student at the University of Southern California,
as well as an instructional coach for the Mid-Southeast Public School System (MSPSS). My role
at MSPSS consists of providing instructional assistance to classroom teachers within a school,
coordinating Response to Instruction and Intervention (RTI2), and coordinating all standardized
testing for the school. My responsibilities do not include formal evaluations of teachers nor are
any faculty or staff members considered to be under my direct supervision. For my dissertation, I
am examining gender equity issues within MSPSS, specifically knowledge, motivational, and
organizational influences that may affect women in leadership roles. With your role as a leader in
MSPSS, I am inviting you to participate in this research study by completing this survey. The
following questionnaire will require approximately 15 minutes to complete. There is no
compensation or known risk for completing the survey. All information given will remain
confidential, and there will be no identifiable information provided to MSPSS. I am using a
qualitative approach for this study, and following with that methodology, you will be asked at
the end of the survey if you are willing to participate in a qualitative interview. Participation in
this study is entirely voluntary, and you may refuse to participate at any point in the survey
process. The data collected will provide information regarding gender equity in MSPSS with the
hopes of benefiting K-12 education as a whole.

134
Survey Questions
Research
Question/
Data Type
KMO Survey Item
(question and
response)
Scale of
Measurement
Potential
Analyses
Visual
Representatio
n
Demographics N/A Please enter an
email address
where you can be
contacted for any
further
clarification and
for the follow-up
interview should
you be willing to
participate.

N/A N/A N/A
Demographics
N/A Ethnicity: White /
Hispanic or Latino
/ Black or African-
American / Native
American or
American Indian /
Asian / Pacific
Islander / Other /
Decline to
Comment
Nominal Needed to
establish
diversity of
participants.
Table, Bar
Chart
Demographics N/A Age: 21-29 / 30-
29 / 40-49 / 50-59
/ 60-69 / 70 or
older / Decline to
Comment
Nominal Needed to
establish
diversity of
participants
Table
Demographics N/A Please list your
college/university,
years attended,
and degrees
obtained.
Nominal Needed to
determine
qualifications of
current leaders to
determine 8
interviewees.
General
discussion of
participant
descriptions,
Table.
Demographics
N/A How many years
have you worked
in the education
field (at any
level)?
Ratio Range, Mean,
Mode
Table
Demographics N/A How many years
have you worked
in a leadership
position within
education?
Ratio Range, Mean,
Mode
Table, Bar
Chart
Demographics K-C Please list the
leadership
positions (non-
Nominal Needed to
determine
qualifications
Table
135
classroom teacher
positions) you
have held,
including your
current position.
of current
leaders to
determine 8
interviewees.
Qualitative/Open
-ended Question
K-C Briefly describe
the career path
you chose to
obtain your
current leadership
position in your
own words.
Include any
challenges you
faced along the
way.
Nominal N/A Will be used
in general
discussion of
current leaders
& career paths
(Table)
Female leaders
should believe
they have the
leadership
qualities to take
part in leadership
roles within the
MSPSS schools
or at the district
level.
M-SE I am confident in
my abilities to be
a successful and
effective leader in
my individual
school/school
district. (strongly
disagree, disagree,
agree, strongly
disagree)
Ordinal Percentage,
Frequency
Table, Bar
Chart
Qualitative/Open
-ended. Female
leaders should
believe they have
the leadership
qualities to take
part in leadership
roles within the
MSPSS schools
or at the district
level.

M-SE List the top 5
leadership
qualities you
believe an
educational leader
should possess.
Nominal Percentage,
Frequency
Table
Female leaders
should see the
value in being
mentored in a
leadership
program in order
to become more
effective and
successful
leaders.

M-EV Mentoring
aspiring leaders is
an important
aspect of
educational leader
preparation.
(strongly disagree,
disagree, agree,
strongly disagree)
Ordinal Percentage,
Frequency
Table, Bar
Chart
136
This organization
needs to increase
the available
mentoring and
networking
opportunities
available to
aspiring women
leaders within the
district.

O-S What, if any,
available
mentoring
opportunities
within MSPSS or
your individual
school have you
participated in?
Describe the
experience.
Nominal N/A Table
Qualitative/Open
-ended. Female
leaders should
see the value in
being mentored
in a leadership
program in order
to become more
effective and
successful
leaders.

M-EV How has
mentoring affected
your ability to
become a more
successful/effectiv
e leader in your
school/school
district?
Nominal N/A Use in
discussion of
current
leaders’
experience
with
mentoring.
Qualitative/Open
-ended. Leaders
must overcome
self-imposed
barriers in order
to overcome
external barriers
to obtaining
leadership roles.
K-M,
K-C
List any barriers
you have
experienced on
your path to
becoming an
educational leader.
Nominal Percentage,
Frequency
General
discussion of
leadership
barriers.
The organization
needs to decrease
the amount of
gender-based
stereotyping that
occurs in the
placement of
educational
leaders within
schools and at the
district level.
O-S Within MSPSS,
gender-based
stereotyping exists
in regard to hiring
of educational
leaders at the
district and/or
school level.
(strongly disagree,
disagree, agree,
strongly disagree)
Ordinal Percentage,
Frequency
Table, Bar
Chart
N/A N/A Are you willing to
participate in an
interview for
further discussion
of the topic of
gender equity?
Yes / No
N/A Needed to
establish 8
participants for
interviews.
N/A
137
APPENDIX B: Interview Protocol
Introduction
The following text will be read to the interviewee:
I am Kristy Sherrod, a doctoral student at the University of Southern California. I also
serve this school district in the capacity of an instructional coach. In this study, I am examining
gender equity in the Mid-Southeast Public School System (MSPSS) as it relates to women in
leadership roles by using the knowledge, motivation, and organizational influences related to this
topic. My goal is to determine solutions to any gender equity issues in MSPSS, in particular
whether mentoring programs could change inequities that may exist within MSPSS. Results from
this study will be used to provide the initiative for change by targeting gaps that exists in regard
to gender equity issues. Pseudonyms will replace any references to the organization, study
participants, and any other possible identifiable information produced in this dissertation. All
information provided in this interview will remain confidential. Participation in this study and
this interview is entirely voluntary, and there is no penalty for refusing to take part in or for
terminating your participation at any time. Additionally, there will be no compensation for
participation in any part of this study.
Do you have any questions concerning the purpose of the study, the confidentiality of any
information, or your right to participate or terminate your participation at any time throughout
this study?
With your permission, I will be recording the audio for this interview using an iPhone
and will transcribe the interview in order to analyze responses. Additionally, I will be taking
some notes using my notepad and iPad (whichever is more feasible for the interview situation).
Upon your request I will also provide a copy of the audio and/or the transcription to you, as well
138
as any written notes I may take. If needed, you may choose to end the interview at any time or
decline to answer any question in which you do not feel comfortable discussing. Lastly, I
anticipate this interview to last approximately one hour.
Do you have any further questions? Thank you, and I will now be turning on the
recording feature of the iPhone. (Interview begins).
Guiding Questions
Interview Question KMO Construct
How have you prepared to become a leader in K-12 education in
relation to your current leadership role within the school/district?
K
Describe your experience in working to obtain your current leadership
position with the school/district.

K
What are some of the influences in your life that impacted your desire
to become a leader in K-12 education?
M
Describe your current leadership style. (Interpretive Question)

K, M
What are the influences throughout your career that helped you
develop your current leadership style?

M
How would you consider the support you receive in your current role
as a school/district leader?

M, O
What are any mentoring and networking opportunities you have
utilized while preparing for leadership roles and as a current leader?
(Knowledge question)
K, O
How could the school/district create more opportunities for women
leaders to network or work with mentors?

O
Some would say that women in leadership positions experience gender
bias, stereotyping, and other barriers to leadership. What has been your
experience with your role as a woman in a leadership position?
(Devil’s Advocate Question)

K, M, O
Describe inequities and inequalities, if any, that you have experienced
as a female leader in K-12 education. (Experience Question)

M
Have you experienced any stereotypical perceptions of women in
leadership? If so, please describe any instances where you experienced
this.

M
Describe any issues, if any, that you have personally experienced
where you felt as if you were being held back as a leader.

M
139
Appendix C: Leadership Workshop Series Course Evaluation Tool

Instructions: Select the choice that best represents your opinion of each question.

Strongly
Disagree
Disagree Somewhat
Disagree
Neutral Somewhat
Agree
Agree Strongly
Agree
1. The workshops held my
interest.

2. I found value in the content
of the workshops.

3. The workshops’
environment was conducive to
learning.

4. I can apply what I learned
through the workshops to
becoming a more successful
leader.

5. I can apply what I learned
through the workshops to my
desired career path in
education leadership.

6. The presentation style and
knowledge of the
facilitator/presenter
contributed to my learning
experience.

7. I am satisfied with my level
of learning from the
workshops.

Note: Survey administered electronically.

Open-Ended Questions:
1. Which workshop/topic was the most beneficial?

2. How could the workshops be improved?

3. List three takeaways from the workshop series as a whole that I can apply to my current or future career goals.
140
Appendix D: Leadership Workshop Series Self-Reflection Survey
Instructions: Rate the statements based on your opinion and knowledge before and after the
workshop series. (10 = highest rating; 1 = lowest rating)

Phase 1 2 3 4 5 6 7 8 9 10
1. I am confident in my abilities to be a successful leader.
Pre

Post

2. I am aware of the various career paths to become a leader in K-
12 education.
Pre

Post

3. I can successfully navigate the path to my desired leadership
position.
Pre

Post

4. I believe collaborating with other educational leaders is
beneficial to my own leadership skills and abilities.
Pre

Post

5. I believe there is value in leadership training and collaboration.
Pre

Post

Note: Survey administered electronically.

Open-Ended Questions:
1. Reflect on the leadership skills you had before the workshop series and those that you gained throughout the
workshop series. How did the workshops benefit you as a current or future educational leader?

2. Describe how you will use the content from the leadership workshop series in your current role as a leader or
current role in education.

3. Are you interested in being a participant in the MSPSS Leadership Mentoring Program?

141
Appendix E: MSPSS Mentoring Program Completion Survey

Instructions: Select the choice that best represents your opinion of each question.

Strongly
Disagree
Disagree Somewhat
Disagree
Neutral Somewhat
Agree
Agree Strongly
Agree
1. I found value in the
mentoring program as a
whole, including the
leadership workshop series.

2. The mentoring program will
help me understand and refine
my leadership strengths and
weaknesses to become a more
successful leader.

3. The mentoring program
helped me understand the
importance of collaboration in
leadership.

4. I can apply what I learned
through the mentoring
program to become a more
successful leader.

5. I am satisfied with the
mentoring program as a
whole.

6. I would recommend the
leadership workshop series
and mentoring program to an
aspiring educational leader.

Note: Survey administered electronically.

Open-Ended Questions:
1. List three takeaways you will implement from the mentoring program in your current role or future leadership
position.

2. What suggestions do you have to improve the mentoring program?

3. Are you interested in participating as a mentor in the next program cohort?

142
APPENDIX F: General Demographic Information for Participants

Participant
Number
Ethnicity
Age
Range
Years in
Education
Years in Ed.
Leadership
Current Leadership
Position*
1 White 30-39 5-10 years
Less than 5
years
Learning Coach
2 White 30-39 5-10 years
Less than 5
years
Assistant Principal
3 White 50-59
20 years
or more
Less than 5
years
Instructional Coach
4
Black or
African
American
50-59
11-20
years
Less than 5
years
Consulting Teacher
5 White 30-39
11-20
years
Less than 5
years
Instructional Coach; Grant
Coordinator
6 White 50-59
11-20
years
Less than 5
years
Instructional Coach
7
Other/Decline
to Comment
Decline
to
Comment
11-20
years
Less than 5
years
Instructional Coach
8 White 30-39
11-20
years
Less than 5
years
Instructional Coach
9
Black or
African
American
40-49
11-20
years
Less than 5
years
Academic Coordinator
10 White 40-49
11-20
years
Less than 5
years
Academic Coordinator
11
Black or
African
American
50-59
20 years
or more
5-10 years Instructional Coach
12
Black or
African
American
30-39
11-20
years
5-10 years Principal
13
Black or
African
American
40-49
11-20
years
5-10 years Director of Human Capital
14 White 30-39
11-20
years
5-10 years
Leader of Professional
Development;
Media Relations
Coordinator
15 White 30-39
11-20
years
5-10 years Instructional coach
16
Black or
African
American
40-49
11-20
years
5-10 years Assistant Principal
17
Black or
African
American
40-49
11-20
years
5-10 years
Assistant Principal;
Athletic Director
143
18
Other/Decline
to Comment
60-69
20 years
or more
20 years or
more
Special Education
Coordinator
19 White 50-59
20 years
or more
20 years or
more
Principal
20 White 40-49 5-10 years 11-20 years
Leader of Assessment &
Accountability
21 White 40-49
20 years
or more
11-20 years District Supervisor
22
Black or
African
American
50-59
20 years
or more
11-20 years Principal
23 White 50-59
20 years
or more
11-20 years Principal
24
Black or
African
American
60-69
20 years
or more
11-20 years
Chief of Student Support &
Improvement
*NOTE: If the position included identifying information, it has been changed to reflect a general
position.

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Asset Metadata

Creator Sherrod, Tabitha Kristina (author)

Core Title Barriers to gender equity in K-12 educational leadership: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/12/2020

Defense Date 05/22/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag assistant principals,career paths,director of schools,education,education in the United States,education leadership,equal leadership,equitable leadership,female educator career advancement,female educators,female leaders,female principals,female superintendents,gap analysis,gender and leadership,gender equality,gender equity,K-12 education,K-12 education leaders,K-12 leadership,leadership,leadership education,leadership mentoring,mentoring,New World Kirkpatrick Model,North America,OAI-PMH Harvest,principals,qualitative analysis,school district leaders,school district leadership,school leaders,school leadership,superintendent,women educators,women in education,women in leadership,women in leadership career paths,women leaders,women superintendents

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ott, Maria (committee chair), Bewley, William (committee member), Cash, David (committee member)

Creator Email ksherrod520@gmail.com,tsherrod@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-326715

Unique identifier UC11663632

Identifier etd-SherrodTab-8655.pdf (filename),usctheses-c89-326715 (legacy record id)

Legacy Identifier etd-SherrodTab-8655.pdf

Dmrecord 326715

Document Type Dissertation

Rights Sherrod, Tabitha Kristina

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA