Building Confidence and Leadership Competencies of Women Educational Leaders Leading to Career Advancement to the Superintendency
Abstract
The purpose of the study is to address the lack of women in the superintendency. Many women educational leaders often do not seek promotional positions that lead to the superintendency due to self-imposed barriers and perceived leadership competencies. Only 27% of women hold the position of superintendency in New York. Women of color are more underrepresented, less than 4% of women of color are superintendents in New York. A yearlong professional development series addressed these disparities using networking opportunities, women-only professional development on leadership competencies and hearing from influential women educational leaders. The aim of the study is to build confidence and preparedness of current women leaders in order to help them change their mindset about promotional positions with more responsibilities like the superintendency. This five-month mixed methods study was evaluated using the Kirkpatrick’s Four Levels of Training Evaluation. Methodology included closed and open-ended survey questions and semi-structured interviews. Data showed that women increased their confidence and preparedness for promotional positions when given opportunities to network and hear from influential women educational leaders and increased their leadership competencies in women-only professional development.
Subject Area
Educational leadership|Educational administration|Educational sociology
Recommended Citation
Warden, Janet, "Building Confidence and Leadership Competencies of Women Educational Leaders Leading to Career Advancement to the Superintendency" (2022). ETD Collection for Fordham University. AAI29327811.
https://research.library.fordham.edu/dissertations/AAI29327811
