When looking at the instructional leadership role of a principal, a major distinction can be made between genders on two fronts; where the source of authority comes from, and the relationships that develop within this career path.
Firstly, for the source of authority, most women (61%) used their knowledge and experience in the field to make decisions. Whereas with men, they tended to rely on their positional authority and their own abilities to make decisions.
Secondly, female principals generally used their instructional leadership in conjunction with their developed relationships with fellow staff. Men on the other hand believed that instructional leadership and relationships were separate matters.
If the school system increasing their female principals, this could result in an increase the likelihood of effective leadership practices within schools, as well as an increase in leadership role models for other females. This would enable more equitable practices within school leadership roles.
iSAW Sharp Summary: Jason Tran
University Student: University of Lethbridge, Canada
iSAW, international Strategic Accelerator for Women
Source: Gender differences in instructional leadership; How male and female principals perform their instructional leadership role
