The research idea is about the criteria of the female leaders in educational context. The women in Saudi Arabia are recently taking leadership positions. In the last few years the women empowerment is a new strategy followed and the female leaders are occupying many sensitive leading positions in Saudi Arabia. The women in leadership positions need special experiences and skills that make my research important to exposed the difficulties, criteria and skills all women in Saudi Arabia need to sharpen their skills and represent themselves and to be prepared for the promotions.
The female leaders’ criteria to succeed in high education leadership
The goal of a literature review is to identify a consistent, delimited base of research and to analyse and critiqually evaluate the literature to identifies the gaps and limitations.
The literature reviewed in this dissertation will focuses on women’s career as senior leaders in educational context (Most researches in the literature are focusing on the female as a middle leader). For the literature review I will be focusing on the leadership definitions, theories, styles and the difference between the management concept and the leadership. Also, I will identify the gender differences in leadership positions and the impact of each gender on leader effectiveness. The literature review will uncover the reasons of underrepresentation and challenges faced by women in leaderships (Gender stereotypes and discrimination against female in leadership position). In the following sections, I will discuss the conditions and criteria for selection of female for leadership positions. Then, I will discuss women’s experience in educational leadership and the influence of institution climate on career development. Finally, I will discuss the limitations and implications for this dissertation for women in educational leadership path. The goal of the dissertation will be to contribute to a broader and deeper understanding of the criteria of successful women’s in senior educational leadership positions.
Please give as much detail as possible of your research topic, rationale and relevant areas of theory (with references).
First, I have Done my Issues in Educational Leadership module as a literature review: (Women in higher education leadership: Is it the era of gender equity?)
I have enjoyed the subject and since then I decided that I will carry on in the same area when I approach the dissertation. During the literature review I have found few articles that investigate the subjects in the Middle East generally and Saudi Arabia specifically.
Historically the image of Leaders and leadership is associated with male gender. Many theories have placed the female in underestimated leadership positions for example, gender theory, great man theory, and glass ceiling metaphor. The numbers of women in leadership and educational leadership positions remained small in comparison to men and the reasons for that is the difficulties they are facing in representing themselves in leadership positions. Women in leadership positions are experiencing challenges that affect their carrier that include low self-esteem, family responsibilities, sex discrimination, sex role stereotyping, lack of support, low wages…..etc.
The perception about how successful the female in leading positions has taking place for a long time.
In Saudi Arabia, the concept of Women’s Empowerment has become one of the important subjects recently after 2030 vision. Female started to lead in many important and critical positions and the number of women in leadership positions has increased. The documentation in the literature about the female experiences in leadership and educational leadership still rudimentary in the Middle East generally.
The aim of my research:
• To investigate how the female leaders (in educational context) see themselves and what are the features in their personality or in their behaviours that make them good leaders (qualitative).
• To investigate how the female lenders are seen by their colleagues and students and what are the differences between the two sex in the leadership style (quantitive).
• Boatman, S. (2007). Twenty Years of Women’s Leadership: Have We Come “A Long Way, Baby?”. Journal of Women in Educational Leadership, 5(1). 1541-6224
• Caffarella, R. S., Clark, M. C., & Ingram, P. B. (1999). Women in leadership: Living with constraints of the glass ceiling. Initiatives, 59(1), 65-76.
• Curry, B. K. (2000). Women in power: Pathways to leadership in Education. New York, NY: Teachers College Press.
• Eagly, A. H., & Carli, L. L. (2003). The female leadership advantage: An evaluation of the evidence. The Leadership Quarterly, 14, 807-834.
• Eagly, A. H., & Johannsen-Schmidt, M. C. (2001). The leadership styles of women and men. Journal of Scoial Issues, 57 (4), 781-797
• Fitzgerald, T. (2006). “Walking Between Two Worlds: Indigenous Women and Educational Leadership.” Educational Management Administration & Leadership 34 (2): 201–213.
• Heilman, M. E. (2001). Description and prescription: How gender stereotypes prevent women’s ascent up the organizational ladder. Journal of Social Issues, 657-674.
• Helgesen, S. (1990). The Female Advantage: Women’s Ways of Leadership. New York, NY: Doubleday.
• Shakeshaft, C. (1985a). The new scholarship on women in education. Handbook for Achieving Sex Equity Through Education. Baltimore: John Hopkins Press (with S. Biklen).
• Shakeshaft, C. (1985b). Guidelines for eliminating race and sex bias in educational research. Educational Researcher, July 1985 (Committee).
• Shakeshaft, C. (1985c). Strategies for overcoming barriers to women administrators. Handbook for Achieving Sex Equity through Education. Baltimore: Johns Hopkins Press.
• Shakeshaft, C. (1990). Women in educational administration (updated edition). Newbury Park, CA: Sage.
Gender of the working colleagues: M / F
Academic institution: …………….
• Associate professor
• Assistant professor
Nationality: Saudi /Non-Saudi
Questions Strongly agree agree neutral disagree Strongly
1 Female leaders are more inspired and creative
2 Women are better in leadership roles rather than management
3 It requires more energy for a female leader to express themselves than male leaders
4 Male and female leaders are treated equally in higher education setups
5 Expectations of female leaders are more than those for male leaders
6 Female leaders are more motivated than male leaders
7 Female leaders are more concerned about the working environment
8 Female leaders are more concerned about employee’s development and promotion
9 Female leader’s judgment is always based on emotional preferences
10 Female leaders are distracted due to family responsibilities
11 Female leaders’ goals are always precise and clear
12 Female leaders receive more higher education than their male counterparts
13 Female leaders face discrimination
14 Female leaders earn less than their male counterparts
15 Female leaders need to make extra effort to succeed