Pontso Moorosi
University of Warwick
Pontso Moorosi is an associate professor of educational leadership and management at the Centre for Education Studies, University of Warwick. She has formerly taught at universities in South Africa, Canada and England. She has served on the editorial board of EMAL and currently serves on the Agenda Feminist Media and Journal of Education editorial boards. Her research interests include gender in educational leadership and educational leadership preparation and development. She is a co-convenor of the Gender and Leadership research interest group.
Gender and educational leadership (as currently known) has been on the research agenda for over four decades. During this period, a great deal of research has focused on differences between male and female leadership, helping... [ view full abstract ]
Gender and educational leadership (as currently known) has been on the research agenda for over four decades. During this period, a great deal of research has focused on differences between male and female leadership, helping us to understand the nature of gender inequality in leadership. However, this research has not resulted in effective gender equity policies and practices in many countries across the globe. In this paper, we take stock of where global research in the field is, in terms of: (i) topics that have been covered (ii) theoretical trends that have emerged and (iii) methodological approaches that have been used.
Through a meta-analytic review of the existing literature, we analyse research published since the 1970s to present on gender and educational leadership worldwide. Sources are drawn from peer reviewed journal articles, books and book chapters. Analysis is done statistically to summarise the results.
Findings suggest that research on gender in educational leadership has been influenced by different factors that include; cultural and traditional stereotypes on gender roles in society, the personal aspect of women’s lives, as well as the masculine cultures of educational organisations. These factors were identified in early research and have continued to dominate the field over the years, interacting and showing the complexity of gender issues in educational leadership. What is beginning to emerge in later research, is the new theoretical approaches and analyses that foreground diversity, context and reflexivity. We argue that the emerging latter body research holds better prospects for more impactful future research, and policy that is likely to yield better results in combating gender inequality in educational leadership.
The paper starts with an overview of the literature before outlining the methodology. The main part of the paper is then presented using sub-headings that represent key themes. The paper ends with suggestions highlighting areas needing further research attention.
