The Unique Professional Journey of Female High School Principals in Utah

Abstract

The purpose of this study was to increase awareness of the unique professional journey of female high school principals in Utah and to potentially adjust the male-gendered lens through which such leadership positions have traditionally been viewed. A narrative, phenomenological qualitative research approach was used to gather and analyze the career journeys of six female high school principals in Utah. Our findings indicated that female high school principals in Utah have experienced barriers similar to those identified in the relevant literature. Mentored support and examples of inclusive leadership practices assisted these women in moving through and beyond these barriers. Themes included expectations for female high school principals to act more like moms, failure to be recognized as the principal, perceptions of female leadership as unnatural, a woman’s voice not being heard, coaching as an effective career move for men, men freely talking down to women, not considering women for advancement, career-limiting stereotypes, women having to work harder, and the impact of mentors. We suggest that the simple sharing of rich narratives like those in this paper can invite administrators and policy makers to develop an awareness of the unique experiences of female high school principals and facilitate a reconceptualization of the high school principalship both in terms of theory as well as policy.

Keywords

• education leadership
• high school principal
• inclusive leadership
• women in leadership