CONTEMPORARY DIMENSIONS OF LEADERSHIP AND WOMEN Dr. Hope M. Jordan Dr. M. Gail Derrick.
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Transcript of CONTEMPORARY DIMENSIONS OF LEADERSHIP AND WOMEN Dr. Hope M. Jordan Dr. M. Gail Derrick.
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CONTEMPORARY DIMENSIONS OF LEADERSHIP AND WOMEN
Dr. Hope M. Jordan
Dr. M. Gail Derrick
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Overview Two current research
projects on the specific dimensions of women and leadership as it relates to their development and capacity as prominent leaders as public school superintendents.
The data analysis from the two studies centered upon understanding how women lead and how women learn.
Implications for Future Research
Quantitative and Quantitative
Historical and Social Factors
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The Origin of the Research
PDK Meeting Interviews
In-depth interviews were conducted with eight public school female superintendents in Virginia to ascertain if common characteristics and similar experiences could be determined
Why Just Women?
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Interviews
Design Questions Video Format Extension Questions Analysis
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Results--Common Characteristics Emerged
Dedication, Persistence and Commitment
Relationship Building and Compassion
Integrity, Authenticity and Autonomy, and Honesty
Sense of Humor Passion and Energy
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Journey to Character, Authenticity and Autonomy
Investigation – History of Women in The Superintendency
Investigation – Leadership Traits of Women
Common Themes Character, Authenticity & Autonomy
Emerge Character and NCLB
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Authenticity & Autonomy
Leadership is Authenticity Not Style
The best leaders are those who are authentic and autonomous—in their thinking, their actions, their behaviors, and their learning.
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Initiative
Resourcefulness
Persistence
Desire
Autonomous Learning
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Autonomous: What does this mean?
Desire -- Freedom, Power, Change
Resourcefulness -- Learning Priority, Deferring Gratification, Resolving Conflict, Future Orientation, Planning, Evaluating Alternatives, Anticipating Consequences
Initiative -- Goal-directedness, Action-orientation, Persistence in overcoming obstacles, Active-approach
to problem solving, Self-startedness
Persistence -- Volition, Self-Regulation, Goal Maintenance
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Learner Autonomy
LAP Learner Autonomy Profile Four components that assess an
individual’s level of personal autonomy
Specific demographics collected including gender, age, marital status, and education level
Conflicting results
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LAP Profile
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Desire
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Resourcefulness
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Initiative
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Persistence
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Data Analysis Means with standard deviations in
parentheses for pooled data (N = 2,277) are as follows: desire, 254.61 (38.45) resourcefulness, 400.42 (63.53) initiative, 325.02 (55.63) persistence, 268.40 (44.90).
The age of participants ranged from 16 to 88 (M = 32.98, SD = 11.48).
Female (n = 1,486) Male (n = 791)
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Table 1. Descriptive Statistics for Dependent Measures by Educational Level, Marital Status, and Gender
HS (n = 1,008) Bachelor (n = 534) Graduate (n = 735
Variable M SD M SD M SD
Single (n = 1,256)
Desire 256.81 39.49 248.46 38.98 257.89 40.55Resourcefulness 402.37 66.19 384.19 61.56 399.46 63.48Initiative 327.37 56.98 314.52 54.33 325.63 57.50Persistence 272.25 46.17 258.01 45.70 265.24 46.79
Not single (n = 1,021)
Desire 252.13 39.19 255.36 36.69 255.25 34.20Resourcefulness 406.08 67.11 398.39 60.84 406.32 56.58Initiative 325.66 60.86 321.75 53.81 330.20 47.12Persistence 272.76 47.44 265.55 42.54 270.49 37.49
Note: Scores for each measure can range from a low of 0 to a high of 330 for Desire. 0 to 530 for Resourcefulness, 0 to 440 for Initiative, and 0 to 340 for Persistence.
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Table 1. Descriptive Statistics for Dependent Measures by Educational Level, Marital Status, and Gender
HS (n = 1,008) Bachelor (n = 534) Graduate (n = 735
Variable M SD M SD M SD
Female (n = 1,486)
Desire 253.27 39.00 251.77 37.31 256.43 38.50Resourcefulness 405.77 67.39 393.05 62.47 408.00 62.58Initiative 327.33 59.87 318.17 55.81 331.42 53.95Persistence 272.46 47.54 260.90 45.87 270.72 43.22
Male (n = 791)
Desire 259.23 40.20 250.47 40.07 256.47 35.71Resourcefulness 398.98 64.25 383.75 59.31 397.53 56.07Initiative 325.13 55.02 316.23 50.48 324.23 49.64Persistence 272.42 44.43 261.82 41.43 265.01 40.41
Note: Scores for each measure can range from a low of 0 to a high of 330 for Desire. 0 to 530 for Resourcefulness, 0 to 440 for Initiative, and 0 to 340 for Persistence.
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Results: Interaction Effectof Factors and Demographics
Education: all four measures were significant with very low effect sizes
Marital status: all four measures failed to reach statistical significance
Gender: significant differences were only noted for resourcefulness and initiative.
For resourcefulness, females (M = 403.44, SD = 64.56) scored higher than males (M = 395.19, SD = 60.06)
Similarly, for initiative, females (M = 326.34, SD = 57.08) scored higher than males (M = 322.89, SD = 51.89)
Out of the four interaction effects tested, only the marital status x gender interaction was significant
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Figure 1. Marital status x gender interaction effect for desire.
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Figure 2. Marital status x gender interaction effect for resourcefulness.
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Figure 3. Marital status x gender interaction effect for initiative.
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Figure 4. Marital status x gender interaction effect for persistence.
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Conclusion The results of the data analysis indicate significance (p
< .001.) with regard to main effects tested (gender, educational level, and marital status). However, the effect size was small for each main effect.
It appears that the demographic variables are important but not statistically significant in terms of effect size.
Additional analysis should confirm more definitely the role of gender, marital status, and prior educational attainment upon autonomous learning.
Appears that males and females display unique behaviors with regard to resourcefulness and initiative.
Aligns with the qualitative interviews.
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Recommendations Further Research on Women in
Superintendency Character and Leadership Authenticity and Autonomy Leadership Styles Emphasis on Glass Ceiling? Support for Those to Follow
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A Special Thank You To The Virginia Ladies Who Lead
Dr. Jo Lynne Demary, State Superintendent of Public Instruction Dr. Margaret VanDeman Blackmon, Superintendent, Prince Edward
County Public Schools Kathleen Brown, Retired Interim Superintendent, Hampton City
Public Schools Dr. Brenda Cowlbeck, Superintendent, King William Public County
Schools Dr. Mary English, Superintendent, Northampton County Public
Schools Dr. Deborah Jewell-Sherman, Superintendent, Richmond City Public
Schools Dr. Rosalie M. Martin, Superintendent, Craig County Public Schools Dr. Jean Murray, Superintendent, Stafford County Public Schools And the anonymous ladies who supported this work but choose to
remain unnamed