| Although, recent statistics have revealed an increase in the number of women in educational leadership positions, the number of females serving as secondary principals still lags proportionally behind the number of elementary female principals. The purpose of this mixed methods study was to explore women's perceptions of underrepresentation in educational administration at the secondary level.; A quantitative survey was sent to female principals and assistant principals in three school divisions located in Northern Virginia to gather demographic and narrative information. Of the 334 women surveyed, 140 (42%) returned the survey. The results of the survey revealed the average female assistant principal or principal to be at least 46 years of age, white, married with two children, and a master's degree holder.; The research design also incorporated three qualitative focus groups and six interviews. The qualitative portion of the study explored career paths, leadership challenges, barriers that prevented or impeded women from advancement, and the benefits of mentoring and networking opportunities.; The major findings of the study revealed that the majority of women took the traditional route to administration by assuming leadership opportunities within their own schools, with 87% of the participants' being encouraged to pursue leadership positions. The women in the study described their participation in a cohort program or internship program as an invaluable experience. Furthermore, a number of participants indicated that they benefited from both mentoring and networking opportunities.; As reported by the secondary school participants, some of the major barriers preventing women from aspiring to be secondary principals included managerial and weekend responsibilities, safety or discipline concerns, and time commitments. Female participants at the elementary level believed women are underrepresented at this level because of family obligations; the elementary school's becoming more of a community center, and unrealistic parent expectations.; Other external and internal barriers included biased community perceptions, competition, the interview process, age discrimination, cultural barriers, resistance encountered from others, financial constraints, leadership style, and personality issues.; The study findings recommend changes in educational leadership programs, plus changes in hiring practices at the state and local levels. |
