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Findings indicate that system needs take precedence over individual needs, while many participants deny gender influence on rotation/succession practices. Despite denials, participants note gender-related differences in leadership style and aspirations, with complex control rules affecting women’s participation rates.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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aspirations.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the article conclude about gender and women’s participation as secondary principals?",{"text":72,"@type":64},"The article states that gender clearly affects women’s participation as secondary school principals, and that complex control rules influence these participation patterns.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597301,1792618201,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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FOUR PROVINCES  \nCecilia Reynolds University of Saskatchewan  \nRobert White St. Francis Xavier University  \nCarol Brayman  \nOntario Institute for Studies in Education, University of Toronto  \nShawn Moore  \nOntario Institute for Studies in Education, University of Toronto  \nOur study investigated patterns of female participation as secondary principals that have varied across contexts and changed slowly. Researchers interviewed decision makers from a purposive sample of 10 urban and rural school districts in Ontario, Nova Scotia, Saskatchewan, and British Columbia, gathering data from structured telephone interviews, policy documents, and statistical information. The needs of a system took precedence over those of individuals. Many participants denied that gender influenced their rotation/succession practices; however, they identified differences by gender in leadership style and aspirations. Complex rules of control affected the participation of women as secondary principals. Gender clearly affects the participation of women as secondary school principals.  \nCANADIAN JOURNAL OF EDUCATION 31, 1 (2008): 32‐54  \nKey words: gender, leadership, schools  \nLes auteurs analysent les modes de participation de directrices d’école secondaire, lesquels varient d’un contexte à l’autre et changent lentement. Ils ont interviewé des décideuses provenant d’un échantillon choisi à dessein de dix arrondissementsscolaires urbains et ruraux en Ontario, en Nouvelle‐Écosse, en Saskatchewan et en Colombie‐Britannique. Les données furent colligées au moyen d’entrevuestéléphoniques structurées, le tout complété par l’analyse de documents de politiqueset de renseignements statistiques. Leurs conclusions semblent indiquer que les besoins du système l’emportent sur les besoins de la personne. Un grand nombre des répondantes contestaient l’idée que le fait d’être un homme ou une femme exerce une influence sur les méthodes de rotation/succession ; elles notaient par contre des différences selon les sexes pour ce qui est du style de leadership, des orientations et des aspirations. Des règles complexes de contrôle affectent la participation des femmes à titre de directrices d’école secondaire. Le sexe affecte clairement la participation des femmes en tant que directrices d’école secondaire.  \nMots clés : genre, leadership, écoles  \nBy the middle of the twentieth century in Canada, as in many other countries, the majority of teachers were women while the majority of school principals were men. There have been proportionately fewer women teaching in Canadian secondary schools as compared to men and even fewer women historically who have been appointed as principals of secondary schools, especially non‐religious and/or co‐ educational schools. For example, in the Toronto Board of Education in 1940, only 4 of the 88 elementary principals were women (4%) and only 2 of 18 secondary principals were women (11%) . By 1980, 15 of 105 elementary Toronto principals were women (14%) and 4 of 31 secondary principals were women (13%) (Reynolds, 1995) . This historical trend in the participation of women in the principalship shows a modest increase over these 40 years but one could question, as we do in this article, why the rate of change was so slow, what might have been happening in other contexts, and what is the situation today.  \nIt is difficult to obtain recent statistics because numbers are often no longer available by gender; many places now combine elementary and secondary schools so that we could not see patterns only for secondary school principalships. Within the Canadian statistics that we could find,  \nwe see that across Ontario in 1998, 28 per cent of secondary principals were women and by 2000, that had risen to 44 per cent (Ontario Ministry of Education, 2002‐2003) . In Nova Scotia, from 1975 to 2000, the percentage of women who were school principals of e","cbCaipv4Pa87IKq9","https://ap.wps.com/l/cbCaipv4Pa87IKq9","pdf",319517,23,"English","# Women and secondary school principal rotation/succession - study overview\n## Research questions and data sources\n## Key findings and interpretations","[{\"question\":\"How did the study examine women’s participation in secondary principal rotation and succession?\",\"answer\":\"Researchers interviewed decision makers in 10 urban and rural school districts and combined structured telephone interview data with policy documents and statistical information.\"},{\"question\":\"Do participants believe gender influences rotation or succession practices?\",\"answer\":\"Many participants denied that gender influences their rotation/succession practices, but they identified differences by gender in leadership style and aspirations.\"},{\"question\":\"What does the article conclude about gender and women’s participation as secondary principals?\",\"answer\":\"The article states that gender clearly affects women’s participation as secondary school principals, and that complex control rules influence these participation patterns.\"}]","WOMEN AND SECONDARY SCHOOL PRINCIPAL ROTATION/SUCCESSION - A STUDY OF THE BELIEFS OF DECISION MAKERS IN FOUR PROVINCES | PDF",1792084771,58]