Women in Canadian Independent School Leadership: Perceptions, Career Patterns, and Possibilities

Guided by the research question, How do women faculty in independent schools enter and advance to school leadership positions, this exploratory qualitative study sought to understand perceptions of women in independent school leadership in Canada. Giddens’ (1976) structuration theory, focusing on the interplay between organization and individual, informs the conceptual framework and illustrates inherent tensions between structure and agency in this context. Data collection included fifteen participants’ responses to semi-structured interviews and a survey of independent schools. This highlighted the strategies, barriers, and organizational facilitators that shape the trajectory of women’s leadership climb as it moves through critical stages in a climate of post second-generation gender bias. Moreover, this research examines how such forces impact women’s societal, organizational, familial, and individual identities. Findings reveal that women’s leadership in coeducational independent schools remains underrepresented at the highest levels. Women enter leadership later and become concentrated in the middle stages of the climb. This, despite the finding that women’s educational credentials often surpass those of their male counterparts. Women tend to lack the valuable executive and financial experience that hiring boards prioritize. Moreover, the historic culture of many schools has established a paradigm of leadership that has not been an easy fit for women leaders. Compounding these barriers, women’s careers seemed to coincide with child rearing years and domestic duties, leading to the “double shift”, and a reluctance to move for promotion. Strategies for leadership success include early entry into leadership, performance, mentorship and sponsorship, and a belief that self-improvement leads to school improvement. This study addresses implications for practice, policy, and research, with a clarion call for prioritization of equity in executive leadership, the comprehensive development of programming and supports to encourage early interest and greater numbers of women in independent school leadership. Finally, the study shows a need to reshape the paradigm of leadership to become more inclusive, while also challenging societal perceptions of women as leaders. keywords: women’s leadership, independent schools, career patterns, leadership climb, head of school, Canada, CAIS, identity.Ph.D