Date of Award

8-1-1986

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Foundations & Research

Abstract

Women who seek careers in educational administration find that, in practice, equality of the sexes is an illusion. There is an apparent need to better understand the variables which have had an impact on the success of female educational administrators in comparison to male educational administrators. As a result, this study was undertaken for the purpose of examining what the differences and similarities are between female and male educational administrators. A questionnaire was constructed and administered to 200 administrators deemed to be successful by the Executive Educator. The data obtained from the questionnaire were analyzed utilizing the t-test and Chi Square statistic to determine significant differences between females and males on the basis of demographics, educational background, educational work experience, and perception of support. The testable hypothesis was stated in the null form and alpha was set at the .05 level of significance. Those variables determined to be statistically significant included: family situation, children of preschool and elementary school age; educational background of siblings; level of income; age of completion of undergraduate degree; age at entry and completion of graduate school; age at entry and completion of doctoral studies; grade point average; experience as secondary principal, central office worker, superintendent, professor, and teacher; females perceived to be viewed with less potential than males by professors in educational administration program; and gender of mentor.

The major conclusions are based on the statistical treatment of the data gathered for this study:

  1. Females were younger than males when receiving an undergraduate degree, but older than males when attaining a graduate or doctoral degree.
  2. Males were more to be married, living with a spouse and younger children than females.
  3. Females earned less than males, although the majority of administrators earned more than $61,000 per year.
  4. Females chose a career which included occupations of teacher, central office worker, and professor; whereas males chose a secondary principalship or superintendency.
  5. Females perceived they were viewed as having less potential than males by professors in their educational administration program.
  6. Successful administrators have a mentor, although females more often have a female mentor.

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