Role conflict : an explanation for the underrepresentation of women in educational administration

Abstract

This thesis was undertaken to investigate the underrepresentation of women in educational administration. Specifically, the purpose of this study was to determine if the personal commitments of female teachers affect their ability to compete for administrative positions.

The personal and professional commitment patterns of male teachers showed very little difference from those individuals already in administrative positions. When compared to female teachers, males had higher licenses and more Masters degrees. Male teachers also spent less time in child care, household tasks, and personal commitments than female teachers. Males also spent more time than females in extra school commitments and maintained those commitments over a longer period of time.

Female teachers scored significantly higher than all other groups in measures of child care, household tasks and total personal commitments. They also scored lower than all other groups in those measures which seem to be closely linked to promotion: certification level, Masters degrees, extra commitments and length of time extra commitments are maintained. (Abstract shortened by UMI.)