Abstract:
This study is about expectations and aspirations of secondary school
teachers. It is an investigation of why some teachers aspire to become
administrators and why some teachers do not. My research compares
expectations and existing attltudes regarding aspirations toward
administration which are held by three distinct groups within the
secondary school system: 1) principals/vice-principals, 2) aspiring
teachers, and 3) non-aspiring teachers. This study questions why, in the
late 60's, secondary school administration is still predominated by men.
The conclusions and recommendations were based on interviews with
thirty men and women in the Hamilton Secondary School System. In
addltion, Mr. Keith Rielly, Superintendent of Operations, made valuable
contributions to my work. The interviews revealed experiences and
percept ions of men and women in di scourse about f amil y re lat i onshi ps,
educational choices and perceived internal and external barriers which
inhiblted or enhanced their decision to aspire to secondary school
administration. Candidates spoke about their personal and professional
Hves wlth respect to encouragement, perceived images of an administrator,
netWOrking and the effect of marriage and children on their careers.
Historically, women have not accepted the challenge of
administration and It would appear as if this is still the case today. My
research suggests that women are under-represented in secondary school
administration because of internal and external barriers which discourage
many women from aspiring. I conclude that many of women's internal
barrlers are reinforced by external roadblocks which prevent women from
aspiring to secondory school administration. Thus. many women who do not
envision a future in educational administration establish priorities
outside the general realm of education.
I recommend that males and females recognize that women make
valuable contributions to educational theory and design based on their
experiences which may be "differene from mole experiences. but just as
significant. Mole and female representation in secondary school
administration represents a balance between attitudes and behaviours
which can not be accomplished when an administrative offlce is dominated
by on all ma1e or all female staff.
