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    A Critique Paper On The Principals Approach Planning: The Influence of Gender and Experiences

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    versmajardo
    This document discusses a critique of how gender influences the approaches that principals take in planning at schools. It notes that women are underrepresented in leadership positions globally, including as school principals. The experiences of women principals differs from men, as they may face greater difficulties. Gender impacts how administrators approach tasks like resource management, development of physical structures, articulation of vision, and consideration of gender-based student needs. Stereotypes and domestic responsibilities present barriers for women seeking leadership roles. While gender influences perspectives, competencies and experiences are also important factors in effective school administration and planning.

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    A Critique Paper On The Principals Approach Planning: The Influence of Gender and Experiences

    Uploaded by

    versmajardo
    110 views3 pages
    This document discusses a critique of how gender influences the approaches that principals take in planning at schools. It notes that women are underrepresented in leadership positions globally, including as school principals. The experiences of women principals differs from men, as they may face greater difficulties. Gender impacts how administrators approach tasks like resource management, development of physical structures, articulation of vision, and consideration of gender-based student needs. Stereotypes and domestic responsibilities present barriers for women seeking leadership roles. While gender influences perspectives, competencies and experiences are also important factors in effective school administration and planning.

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    This document discusses a critique of how gender influences the approaches that principals take in planning at schools. It notes that women are underrepresented in leadership positions globally, including as school principals. The experiences of women principals differs from men, as they may face greater difficulties. Gender impacts how administrators approach tasks like resource management, development of physical structures, articulation of vision, and consideration of gender-based student needs. Stereotypes and domestic responsibilities present barriers for women seeking leadership roles. While gender influences perspectives, competencies and experiences are also important factors in effective school administration and planning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    110 views3 pages

    A Critique Paper On The Principals Approach Planning: The Influence of Gender and Experiences

    Uploaded by

    versmajardo
    This document discusses a critique of how gender influences the approaches that principals take in planning at schools. It notes that women are underrepresented in leadership positions globally, including as school principals. The experiences of women principals differs from men, as they may face greater difficulties. Gender impacts how administrators approach tasks like resource management, development of physical structures, articulation of vision, and consideration of gender-based student needs. Stereotypes and domestic responsibilities present barriers for women seeking leadership roles. While gender influences perspectives, competencies and experiences are also important factors in effective school administration and planning.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    A CRITIQUE PAPER ON THE PRINCIPALS APPROACH PLANNING: THE

    INFLUENCE OF GENDER AND EXPERIENCES

    Introduction

    In the developing world, where women are most discriminated against, women are often
    prevented from reaching leadership positions where they can contribute to decisions concerning
    their welfare and that of others. This practice has contributed immensely to the high level of
    poverty prevailing among the women… which can be alleviated by encouraging more women
    into leadership positions.

    Women are under-represented in the leadership of schools in the majority of countries.


    Where education is segregated by gender, women may have more opportunities than would
    otherwise be the case, in leading schools for girls. In systems that are primarily co-educational,
    women remain under-represented in leadership roles, even in those parts of the system where
    most of the workforce is female. When appointed, there is much evidence that their experience
    as leaders differs from that of men, and that they may face greater difficulties and bring different
    qualities to the role than do men .There is a paucity of data about the representation of women
    principals, particularly in developing economies, and about their experience of leading schools.

    Leadership is a concept formulated in context based on how a school principal expresses


    his or her efforts to influence the school stakeholder constituents based on her exemplified
    behaviour and personality. Practices related to educational administration vary across societies
    and cultures as individuals construct and experience leadership in different ways. However, it is
    possible to identify some commonalities concerning the barriers women face in becoming and
    being a leader in schools in different contexts. There are limitations in our knowledge as pointed
    out, the literature on women leaders has often failed to address the impact of other important
    characteristics such as class, race, culture, ethnicity, age and sexual orientation. Despite this
    limitation, it is possible to discern some patterns in women’s experience across nations and
    school contexts. An effective school is one with safe and positive learning environment, where
    students, faculty members and administrative staffs are able to achieve their personal goals and
    develop the skills due to the untiring efforts of school administrators. School administrators
    should have high discipline and good use of financial resources. This leads to the question as to
    who is the best gender when it comes to financial resource management. Building effective
    schools has been the nation’s primary goal of education. Educational leadership has a critical
    role in the transformation of society, and for change to happen, effective leaders are key. Along
    with the widespread belief that the quality of leadership makes a significant difference to school
    and student outcomes, there is also increasing recognition that effective school leaders and
    managers have to be developed if they are to provide the best possible education for their
    learners. Throughout times, many have come to believe that leadership is a traditionally
    masculine activity. However, as argued in the article, that if women in organizations are to
    emerge as leaders, it is important that they be perceived as individuals who can influence or
    motivate others.

    Human resource in school includes teachers and the support staff having different gender
    lenses and perspectives. More and more female principals oversee the smooth running of their
    departments through effective records management and reporting while male principals are
    active in developing the physical structures of the school. Most female administrators are into the
    articulation of the vision and mission of the organization and also ensuring the teachers are also
    able to define their power so as to share the vision while male are into the practical
    implementation of relative programs. This makes it important to study how gender of
    administrators play a vital role in their approaches in planning out the operations of a learning
    institution.

    Critique and Analysis

    Gender disparity in educational management has been widely analysed by scholars in


    industrialised economies. However, relatively little is known regarding the barriers that women
    teachers face when aspiring to and applying for career promotion and their experiences in the
    role of principal in developing economies. Gender equality in educational management cannot be
    achieved unless organizational work cultures and practices change. One major barrier affecting
    gender equality in employment relates to institutional and domestic practices, which do not
    enable women to sufficiently balance their multiple domestic roles with the heavy demands and
    socio-cultural context of the workplace. At the same time, there needs to be an open debate about
    women taking on all or most of the responsibility for domestic and family/ childcare work. The
    second principal type of workplace barriers has its genesis in traditional, conservative
    stereotypes (held in many cases by both women and men) of gendered professional roles. The
    research suggests that many individuals believe that it is their personal responsibility to
    overcome these barriers. Meanwhile, organizations, institutions, and governments are not being
    held to account.

    Basic information about the numbers of girls and boys, their location and the cultural
    context in which you are operating can help improve the programming efforts of the school
    administrators in in order to think of the different gender based needs. Information about their
    experiences is also important. For example how many were actively involved in sports for men
    and women? What gender based responsibilities are they shouldering now? Often girls
    (particularly girl-mothers) are unable to attend school as they are the sole caretakers of their
    families. This are gender based problems that principals should consider in casting out the
    planning and programming efforts. The provision of child care facilities, food and shelter are
    means to ensure these girls and boys can enrol in school. From the standpoint of administrators,
    it is important to consider issues such as recruitment and training from a gender perspective.

    The views of female school administrators with no domestic workload bring to light
    differences with older female professionals who do have such responsibilities. It appears that
    junior professionals (both male and female) share the perception that middle-ranked female
    employees ‘take advantage’ of younger female staff members, overworking them in unfair ways.
    In their eyes, younger professionals without caring responsibilities are expected to ‘carry’ older
    female staff who have caring obligations, by working longer hours and taking on additional
    tasks. This perception may, on the one hand, point in the direction of poor internal
    communication among working.

    Conclusion

    The equitable representation of women in educational administration is important for a


    number of reasons. It constitutes an employment right in itself for women. Equal representation
    would also provide a role model of female success to children, young people and the wider
    community.

    Therefore, even with the availability of all the relevant resources required to make
    students perform well in examinations, lack of leadership to motivate the teachers and students
    would lead to poor performance. Educators have begun to recognize that the school must be the
    central unit in any successful reform effort. No matter how elegant the design, innovations that
    do not meet the needs of the school and approaches that have no support among staff members
    will never lead to meaningful change. To effect real improvement, schools must identify their
    unique needs and develop policies and plans that meet those needs. Throughout history, many
    have come to believe that leadership is a traditionally masculine activity. It is clearly explained
    that if women in organizations are to emerge as leaders, it is important that they be perceived as
    individuals who can influence or motivate others. Many of the women saw the only possibility
    for establishing learning in tackling issues in school and out of school with the child-centred
    concentration and resolve of a mother. They acknowledged the low status given to mothering by
    many, but themselves saw mothering as highly skilled, relevant and worthy of high esteem. The
    transferable skills of a mother were deemed by them as most valuable to the principal role.

    It is conclusive that gender lenses among the school administrators perspective plays a
    very important influence on how the construct their approach their planning strategy and
    approaches. This is clearly based on the manner on how they handle challenges and scenarios
    that they encounter in each of their school operation efforts. Though it has be emphasized that
    whatever gender preference has, it is still the competencies and exposures that they possess plays
    a great role in the effective planning process and implementation.

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