Gender and educational leadership in England: a comparison of secondary headteachers’ views over time

Abstract

In the context of gender being a barrier to accessing leadership, this paper presents a comparison of the views of men and women headteachers (principals) of secondary schools in England in the 1990s and in 2004. The same survey instrument was used on both occasions. The perceptions of the headteachers show change in some areas and no change in others. Overall, women are more likely to become headteachers and are now less likely to be categorised into pastoral roles, but in some cases women still meet prejudice from governors and others in the wider community. Women headteachers are more likely to have partners and children than in the 1990s, sharing equally or carrying most of the domestic responsibilities, whereas male colleagues are most likely to have partners who take the majority of responsibility in the home. Essentialist stereotypes of women and men as leaders still prevail, although both the women and men headteachers see themselves as adopting a traditionally ‘feminine’ style of leadership. Women headteachers are likely to see some benefits in being a woman in a role stereotypically associated with men. However, there has been an increase in the proportion of women who feel that they have to prove their worth as a leader, and this may be linked with increased levels of accountability in schools.