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Swedish school leaders' and teachers' constructions of school leadership from a gender perspective
Karlstad University, Faculty of Arts and Education, Department of Education.
2012 (English)In: Journal of Educational Leadership, Policy and Practice, ISSN 1178-8690, Vol. 27, no 1, 46-55 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to describe what meanings leaders and teachers attach to the concept of school leadership and to problematise these meanings from the perspective of gender. Four female and four male school leaders and nine female and seven male teachers representing eight primary and secondary schools were interviewed. Discourse analysis was used as an analytic tool. The school leaders' and teachers' talk about school leadership emerges in a dominant position: the supporter position. Characteristic meanings embedded in this position are sensitivity to people and personal accessibility at all times. Both male and female school leaders construct themselves as supportive leaders in rather similar ways. However, gender discourses seem to affect the way teachers construct school leadership, as male leaders who act as supporters are sometimes positioned as deviant. The supporter position is the most activated position for both the school leaders and the teachers. The school leaders' use of the position in similar ways indicates that the boundary between 'male' and 'female' school leadership is fluid. This result strengthens a theoretical perspective where school leadership and gender are seen as a social construction.

Place, publisher, year, edition, pages
2012. Vol. 27, no 1, 46-55 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:kau:diva-12225OAI: oai:DiVA.org:kau-12225DiVA: diva2:509874
Available from: 2012-03-14 Created: 2012-03-14 Last updated: 2013-03-28Bibliographically approved

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  • apa
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