School leadership quality is among the biggest factors ensuring high-quality student learning worldwide. Women school leaders develop greater interactivity with children, helping them achieve greater engagement with learning and better results. Developing women school leaders is therefore key to improving school education in India and across the world. The proportion of women teachers in developing countries, including India, has risen significantly in recent years. However, their participation in school leadership is comparatively low due to ingrained negative perceptions as well as several sociocultural barriers. Women in School Leadership aims to document vividly the initiative by women, especially in developing countries, to achieve parity in school leadership. It analyses and interprets qualitative primary data collected from detailed case studies of women school heads, and secondary data from Unified District Information System for Education (U-DISE), the Indian national database for school information, as per a multi-disciplinary approach. The book validates the current level of progress and suggests ways to improve the situation further through policy measures and by reducing barriers to women's school leadership development. Success in this endeavour is expected to lead to gender equality, scope for fair access and the promotion of the merit principle in education, competition and employment opportunities in schools.

Ladder of School Leadership of Women

Ladder of school leadership of women

Emergent Property of School Leadership of Women: Process and Outcomes

The narrative inquiry seeks to identify relationships, contradictions, complexities and challenges between different events and groups of people, which may be subtle or explicit, simple or overwhelming and inherent or influenced by circumstances across different systems, structures and agency. These different systems and structures affected the form, power, content and direction of their agency, creating differential path trajectories for leading schools successfully. In and through the leading processes, women focus on developing knowledge, skills, abilities, behaviours, etc., drawing from their experiences. They accumulate and evolve with varying pace and levels due to divergent beliefs, values and inherent capacities in women due to which the ...

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