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Aspiring and inspiring: the role of women in educational leadership

Aspiring and inspiring: the role of women in educational leadership This study aims to delve deep into the differences observed in leadership acquisition and development between men and women and analyse the impact of certain extra-curricular activities demonstrated to influence leadership acquisition. With this evidence, this study intends to detect areas that require deeper analysis and suggest actions to redress the balance and promote a more egalitarian leadership in education in both teaching and management positions.Design/methodology/approachAccidental, as opposed to random, sampling was used via a cross-curricular study with a quasi-experimental design. The participants in this study were 335 teacher training students in Spanish universities. The Teamwork Skills Questionnaire was used to evaluate leadership and a self-assessment questionnaire to measure extracurricular activities.FindingsFemale students score lower in leadership skills and are engaged in fewer activities associated with successful leadership skills development. Very few students receive any training on leadership, with even fewer female than male students. Furthermore, the practice of certain extra-curricular activities can boost leadership skills. It has also been noted that these activities are carried out in different ways, depending on student gender.Originality/valueThis study has two points of focus: the level of leadership among education students, differentiating between male and female students, and the impact of certain extra-curricular activities carried out during the academic year, which have proven to have a considerable effect on the development of leadership skills. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Gender in Management An International Journal Emerald Publishing

Aspiring and inspiring: the role of women in educational leadership

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References (77)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1754-2413
eISSN
1754-2413
DOI
10.1108/gm-07-2021-0221
Publisher site
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Abstract

This study aims to delve deep into the differences observed in leadership acquisition and development between men and women and analyse the impact of certain extra-curricular activities demonstrated to influence leadership acquisition. With this evidence, this study intends to detect areas that require deeper analysis and suggest actions to redress the balance and promote a more egalitarian leadership in education in both teaching and management positions.Design/methodology/approachAccidental, as opposed to random, sampling was used via a cross-curricular study with a quasi-experimental design. The participants in this study were 335 teacher training students in Spanish universities. The Teamwork Skills Questionnaire was used to evaluate leadership and a self-assessment questionnaire to measure extracurricular activities.FindingsFemale students score lower in leadership skills and are engaged in fewer activities associated with successful leadership skills development. Very few students receive any training on leadership, with even fewer female than male students. Furthermore, the practice of certain extra-curricular activities can boost leadership skills. It has also been noted that these activities are carried out in different ways, depending on student gender.Originality/valueThis study has two points of focus: the level of leadership among education students, differentiating between male and female students, and the impact of certain extra-curricular activities carried out during the academic year, which have proven to have a considerable effect on the development of leadership skills.

Journal

Gender in Management An International Journal – Emerald Publishing

Published: Oct 4, 2022

Keywords: Gender; Women; Leadership; Higher education; Women leadership; Leadership in education

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