NSW DEPARTMENT OF EDUCATION AND TRAINING
LEADERSHIP FELLOWSHIP 2003 REPORT
Promoting the Role of Women in Educational
Leadership: Confronting the UnderRepresentation of Women in Leadership
Positions in New South Wales
Mrs Susan Hedgecoe
Principal
West Ryde Public School
April 2005
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PROMOTING THE ROLE OF WOMEN IN EDUCATIONAL LEADERSHIP:
CONFRONTING THE UNDER-REPRESENTATION OF WOMEN IN
LEADERSHIP POSITIONS IN NEW SOUTH WALES
It has been reported anecdotally that there is a shortage of applicants for many
leadership positions in New South Wales schools. This present shortfall
combined with the number of retirements of teachers in executive positions
anticipated over the next few years suggests that the problem will become
worse. In such a situation it is a serious issue that a number of female teachers
choose to rule themselves out of contention for the role of principal.
In an effort to address this issue and to consider what changes would be
necessary to increase female representation in leadership roles in New South
Wales four questions were formulated:
1. What is the leadership situation in New South Wales?
2. Is the under-representation of women in leadership positions exclusive to
New South Wales? To what extent do other systems have the same
experience?
3. What has been discovered about the factors which influence women to
seek or not to seek leadership roles in schools?
4. What programs or initiatives have been successful in encouraging
women into leadership positions?
1. What is the leadership situation in New South Wales?
In NSW 78.1% of primary teachers are female and 52.5% of secondary
teachers are female (NSW DET, 2005).
Teachers certainly represent an aging workforce. The average age of
permanent teachers in New South Wales government schools is 44.6 years. In
2004 3.6% of DET teachers left the system either through resignation or
retirement. By 2011 the projected figure is 7.2%, because of the number of
older teachers who are moving towards retirement (NSW DET, 2005). The table
below leaves no doubt about the impact that will occur when the teachers who
are 45 to 54 years leave the profession.
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(Submission re Recruitment and Training of Teachers)
The 2003 DET EEO Report indicates that there had been a slight increase in
the representation of women in leadership positions over the previous twelve
months. The percentage of women in executive positions in schools had
increased from 59.9% in primary schools to 61.4%. Comparative secondary
figures were 37.3% to 38.7%. The percentage of women who were principals in
primary schools increased from 39% to 40.3%; in secondary schools the
increase was from 27.5% to 29.8%.
From the table below it can be seen that, as the size of the primary school
increases, the percentage of women leaders decreases.
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(DET EEO Report, 2003)
2. Is the under-representation of women in leadership positions exclusive
to New South Wales? To what extent do other systems have the same
experience?
Victoria, being a state very similar to NSW, was selected as a case study within
Australia. To gain an overseas perspective the situation in England was
investigated; for the sake of manageability the National College of School
Leadership (NCSL) in Nottingham was the focus within the United Kingdom.
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During 2000-1 Kathy Lacey conducted research commissioned by the Victorian
Department of Education and Training (DE&T) into the leadership aspirations of
teachers in Victorian schools. The resulting research findings published in
Understanding Principal Class Leadership Aspirations: Policy and Planning
Implications (2002) throw considerable light onto the answer to the first of the
three contributing questions.
Initially Lacey refers to a “well documented shortage of principals
internationally” (p.3) and to anecdotal evidence of the potential for a similar
shortage in Victoria. At the time of the report the DE&T anticipated a shortage of
senior personnel within the next 5 years.
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The National College of School Leadership in Nottingham, England was
established in November, 2000. The College aims to work with school leaders
and the wider school community to
1. provide a single national focus for school leadership development,
research and innovation
2. be a driving force for world-class leadership in schools and the wider
community
3. provide support to, and be a major resource for, school leaders
4. stimulate national and international debate on leadership issues
(www.ncsl.org.uk)
In 2002 the NCSL conducted a literature review and organised focus groups to
determine how best to develop a full program to promote women into
leadership. This review provides evidence of the leadership situation in English
schools.
Findings from literature review indicate that:
 In 1999 53.1% of all headteachers (principals) were women, even though
women make up the majority of all teachers. These figures strongly
reflect the position in primary schools in that there are more than four
times as many primary schools as secondary;
 While men comprise only 11.8% of primary teachers, 41% of primary
headteachers are male;
 Within the primary sector there are considerable variations: (a) heads of
nursery, infant and first schools are more likely to be female; (b )in junior,
primary and middle schools the headteacher is more likely to be male; (c)
men tend to gain promotion earlier in their careers than women; (d) of
primary teachers with over twenty years experience, one in every two
males is a headteacher, compared with one in every five females;
 Whilst there is a more equal gender balance of teaching staff in
secondary schools compared to primary schools the proportion of female
headteachers remains comparatively low –(in 1999 73.2% men and
27.8% women);
 Within the secondary sector (a) women are less likely to be appointed to
the largest schools. In 2001, 85% of headteachers in the largest schools
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were male; (b) whilst women are only slightly slower in gaining
promotion, fewer take the step to headship or deputy headship.
3. What has been discovered about the factors which influence women to
seek or not to seek leadership roles in schools?
Lacey’s investigations in Victoria found that:
 Significantly more females (39%) than males (21%) wished to remain in
teaching positions;
 Significantly more males than females aspired to the principal position
and significantly more females than males aspired to the assistant
principal position;
 24% of teachers in Victorian government schools aspire to a school
executive position.
In considering factors that impact on leadership aspirations, Lacey concluded
that:
 Principals are motivated by the opportunity to motivate others and by
interpersonal relations with students, teachers and parents;
 The sources of job satisfaction for the principal’s role are intrinsic,
invisible and unknown to most teachers;
 Seeking out new challenges was one of the key factors influencing
teachers to seek promotion.
Through analysis of interviews and surveys, Lacey found that the three factors
identified by her research subjects as making a difference in the career
aspirations of teachers (both male and female) were their perceptions of
leadership roles, personal life factors and succession planning. To consider in
more detail:
1. Perceptions
 Shadowing and mentoring provide a deeper and more accurate
understanding of the principal role;
 Acting in the role increases a person’s confidence – women in particular
commented on this; the positives as well as the negatives of the job
became apparent when acting in the role.
 Principals play a key role in encouraging and supporting leadership
aspirants;
 Role of principal needs to be demystified - perception of principal role is
negative, whereas role of A.P. is positive.
2. Personal life factors
 51% of women surveyed had no leadership ambitions; the figure for men
was 28%;
 There are different patterns of career aspirations between men and
women – women’s accommodated family responsibilities (early/late)
whereas men had these aspirations from the beginning of their career;
 Career breaks negatively influenced teachers’ promotion prospects;
 Part-time teaching is not really an option in leadership positions and yet
is often used by women to balance family and work;
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Years spent in part-time work also a disadvantage to women;
Superannuation scheme has encouraged women to retire at 55 –
relatively young – with other factors they question whether it is worth
promoting for the last few years of their career;
Most teachers view relocation as not an option – accommodating
children and schooling and work for spouse is a significant factor in
deterring women from seeking promotion. This is especially important for
women who tend to seek promotion later;
Family responsibilities impact on the development and timing of women’s
leadership aspirations.
3. Succession planning
Lacey identifies the need for a co-ordinated succession plan across DE&T – at
all levels. She further comments on:
 The need to identify potential leaders – not just in an ad hoc way. At
present, generally the aspirant needs to volunteer rather than be targeted
or nominated;
 Principals, assistant principals and leading teachers provided
considerable career support;
 The importance of mentoring, training, support and encouragement
confirmed;
 Selection process – both men and women saw this as traumatic but for
women there was more affective impact – fear of rejection, fear of
unknown & lack of confidence;
 Acting in role valued by men and women but considered by women
research subjects as vital;
 Selection panels go for known and trusted career history (generally
male);
 Women did not consider leadership role until suggested to them – often
by principal;
 20% of schools have strategic succession plans but principals often
encourage potential leaders informally;
The recommendations made by Lacey to the Victorian DE&T were as follows:
 DE&T and schools need to develop comprehensive succession
frameworks or strategic plans for the management of educational
leadership;
 Encourage principals to articulate and display a sense of job satisfaction;
 Demystify the principal role, particularly administrative and financial role
and responsibilities;
 Ensure that flexible work options are promoted at all leadership levels;
 Pilot a range of shared executive positions;
 Develop relocation support programs, including support for spouse of
DE&T employees needing to relocate to take up leadership positions;
 Provide early leadership experiences for young teachers;
 Ensure that principals implement succession planning processes within
each school;
 Expand and promote the opportunities for teachers at all levels to act in
leadership roles, particularly for Assistant Principals to act as principals;
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Increase the number and access to leadership programs for teachers;
Retention – need to (a) identify and retain potential leaders (b) develop
strategies to motivate and challenge experienced principals (Experienced
principals, especially women, have career paths that do not include
remaining a principal until retirement.)
Review role responsibilities and levels of administrative support for
principals to ensure that there is adequate time for educational
leadership;
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The National College of School Leadership identified several possible barriers
to change. These are mainly as identified in Australian research. Worthy of
note are the following:
 Women are less supported than men. Sponsorship by heads, advisors
etc. plays an important role and the suggestion is that women are not
offered the support they need;
 Women, more than men, like to feel they are well prepared for the jobs
they take on;
 More work is needed on making school leadership an attractive and ‘doable’ task for all who hold or aspire to such positions
 Standing in for a headteacher or being an acting headteacher was for
many, one of the best learning opportunities they had ever had in
preparation for headship. However, currently such opportunities depend
on circumstances;
 Freeman (1990) identifies passivity in career development needs i.e.
waiting to be chosen. A large number of women drift into senior positions
without clear planning and strategy;
 Leadership style – men and women – few differences found (Eagerly &
Johnson (1990). There was more intra-variation than between-sex
variations;
 Male and female managers more similar than different on personality,
motivation factors and abilities (Howard & Bray, 1988);
 Women need to be given opportunity to undertake challenging
assignments; otherwise, they will fall behind the males in terms of
knowledge and skill development OR they may even internalise negative
evaluations and stereotypes to the point where they limit themselves and
turn down future opportunities for fear they will not succeed (Ilgen &
Youtz, 1986).
The women leaders who participated in the NCSL focus groups – Women in
Leadership and Management - commented that:
 Women are reluctant to apply for headship because it is a lonely step;
 There is inflexibility in adopting alternative work arrangements;
 It is increasingly difficult to return to school at the same level after career
breaks;
 Selection panels are usually biased towards a masculine model of
leadership;
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The most important factors in achieving leadership for women are
personal ambition, determination, good mentoring, family support;
The most effective support for women is networking and exchanging
views with women in different career progression stages. Also there is a
need for leadership skills development earlier in career;
Mentoring was the most preferred method of intervention;
Participation of more than one colleague from the same school has
proven to be effective in ensuring commitment, mutual support and
confidence in promoting change and taking risks;
Women prefer face to face interactions to computer courses.
The study, Deputy and Assistant Heads Building Leadership Potential
commissioned by NCSL by Harris, A, Muijs, D and Crawford, M 2003
 Women less likely than men to aspire to leadership positions;
 No evidence to suggest a gender divide in approaches to leadership
 Responsibilities allocated to men and women in executive positions differ
considerably. Women more likely to deal with pastoral matters and men
with discipline and curriculum matters (Coleman, 2002)
 Women feel under more pressure to prove themselves (Coleman, 2002)
4. What programs or initiatives have been successful in encouraging
women into leadership positions?
Two initiatives in Victoria which were designed with the intention of encouraging
women to seek leadership positions within Victorian schools were discussed
with officers of the DE&T.
The Eleanor Davis School Leadership Program was the first of these programs.
The program was named after Eleanor Davis, a widely respected principal.
Davis was an acknowledged role model because of her achievements and the
encouragement she offered to future school leaders, particularly women.
This leadership initiative was a key component of the DET’s Focus on Women
Strategy which implemented the Victorian government’s Forward Plan for
Women.
The stated aims of the program are to:
a. support the development of women of outstanding potential in
achieving school leadership positions;
b. enhance the knowledge, skills and development planning of
participants;
c. provide an extended opportunity for participants to experience
first hand the day-to-day implications of school leadership;
d. enhance the capacity of outstanding principals to act as
mentors and advance their own professional development and
leadership capability;
e. contribute to planning for leadership in all regions;
f. raise the profile of program participants and their
achievements with the Department of Education &Training, its
schools and regions.
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Places are offered to thirty “principal class” (executive) aspirants. Each
participant is matched with an experienced principal from the same region and
completes the program over six months from May to October. The program
includes preparatory work and four major components:
(1) three development seminars, including a comprehensive one and a
half day residential induction for all mentor pairs;
(2) two placements of mentorees in the host mentor principal’s school for
intensive observation, interaction and shadowing;
(3) completion of a stimulating and challenging leadership development
program by all participants, including a 360 degree assessment, an
action learning project, a reflective journal, and provision of coaching and
feedback;
(4) a high profile awards and celebration dinner held at the conclusion of
the program
The evaluations of the participants indicated that the program was highly
valued.
Becoming a Principal is another course for women aspiring to executive
positions. The course was developed as a partnership between DET’s
Corporate Leadership and Staff Development Unit and the Australian Principals
Centre. It is designed to be conducted over two months, with three full days of
interactive seminars, a number of self-directed analytical and research
exercises and a videotaped presentation by each participant.
The course has four components arranged as follows:
1. Pre-course exercises
2. Being a Principal – APC Foundation Module (2 days)
3. Mid course exercises
4. Presenting Your vision and Achievements (1 day)
The stated aims of the program are to assist participants to:
 Update knowledge of education from a global and futures perspective;
 Increase understanding of the principal’s role;
 Assess leadership competencies and potential;
 Shape a personal vision for leadership and learning;
 Develop an individual career path;
 Present vision and achievements in written form;
 Present confidently at interview and public presentations;
 Research and prepare for principal class (executive) positions.
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In spite of the research into the gender imbalance in school leadership the
National College of School Leadership has not actually introduced any
initiatives designed to encourage women to apply for executive positions in
English schools. All such plans have been shelved (D Judge, NCSL, 2004),
apparently because of changing priorities and shortage of funds. Two programs
which were of interest targeted specific needs of leadership learning:
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Leading Small Primary Schools Program
This program was valued and well received because it attends to the unique
and specific needs of a distinct group of headteachers. Small primary schools
have argued for a long time that their contexts make them different kinds of
schools to lead and manage.
The Small Schools program has considerable symbolic value in demonstrating
a needs-based approach to leadership development and to operational sing the
idea that leadership is situational and contingent upon context.
Collaborative Leadership Learning Project (CLL)
A core principle is that leaders learn from, and with each other, focusing on
learning about leadership. Groups of professionals working together over time
develop a common purpose, enhance their own practice and build shared
understandings of what it means to be a learning leader. Ownership and control
of learning rests with the group members, not any outside authority.
“Collaborative leadership learning is about . . . . How it develops, how it is
sustained, how it can provide the challenge and momentum for powerful
learning”. (Too Busy to Learn 2004 NCSL)
There was almost unanimous approval for the program. Groups of between 8
and 13 members worked well. Benefits identified by participants were:
 An opportunity to concentrate on learning about leadership rather than
on “administrivia”;
 A genuine sense of collaboration
 Experiences of visiting other schools to learn about leadership through
exploring practice
 Techniques for enabling others leaders to learn collaboratively.
CONCLUSION
If we are to see more women considering careers in educational leadership,
they need to be encouraged by principals and their colleagues, made aware of
the positives of the principal role and given the opportunity of training. All
potential leaders will benefit from professional support and training but these
appear to be more important in the case of women.
The nature of the training does not appear to be as important as the fact that
some formal training is available. Having said that, however, this study
confirms that mentoring and the support of a network of colleagues are valued
by all leadership candidates, particularly women.
Women need to feel well-prepared before they apply for a leadership position.
Researchers agree that generally men will apply for a position providing they
understand some of role; women need to be familiar with most of the role.
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RECOMMENDATIONS
1. There should be a succession plan in each school.
While many principals identify potential leaders within their schools and
provide them with support and guidance, there is no formal requirement to
do so.
2. Leadership training / preparation needs to be provided for all
potential school leaders.
Opportunities for leadership early in a teacher’s career may assist in
retaining younger teachers and it will certainly assist those women (and
men) who need to feel formally prepared for a leadership role. At present the
training of potential leaders is somewhat ad hoc.
3. Any leadership training should include mentoring and working with
colleagues.
These are aspects of training which have been consistently valued by both
men and women but considered most important by women.
4. Principal preparation should include time acting in the role.
At present it is largely a matter of luck whether a principal candidate has
experience in the role of principal. Ensuring that more candidates have
access to this experience will not be easy but such experience was the most
highly valued by men and women alike.
REFERENCES
Harris, A., Muijs, D. and Crawford, M. (2003) Deputy and Assistant Heads
Building Leadership Potential Leadership Policy and Development Unit,
University of Warwick,
Lacey, K. (2002) Understanding Principal Class Leadership Aspirations: Policy
and Planning Implications Copy provided by the author
NSW Department of Education and Training (March 2005) Submission to the
Legislative Council Standing Committee on Social Issues Inquiry into the
Recruitment and Training of Teachers
NSW Department of Education and Training (2003) Equal Employment
Opportunity Report
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