Document Type
Article
Publication Date
2021
Publication Source
International Journal of Educational Management
Abstract
The purpose of this phenomenology study was to understand the experiences of women principals located in Komenda Edina Eguafo Abrem (KEEA) district of the Central Region of Ghana, a patriarchal and traditional society. Specifically, this study examined how cultural factors positively or negatively influenced women access to the principal role and influenced their leadership experiences. Using Hofstede et al.’s (2010) six dimensions of national culture as a conceptual framework, this study elucidates the experiences of 12 women school leaders. Findings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their careers in education. These women leaders were also able to gradually change the teachers’ and community members’ mindsets on women and leadership. This study is significant because it informs educational reforms on gender equity and leadership preparation programs and sheds light on culturally informed leadership practices unique to women.
ISBN/ISSN
0951-354X
Document Version
Postprint
Publisher
Emerald Publishing
Volume
35
Peer Reviewed
yes
Keywords
Gender equity, educational leadership, woman leaders, Ghana
eCommons Citation
Brion, Corinne and Ampah-Mensah, A., "Changing Cultural Norms Through Educational Leadership: Voices from Ghanaian Women Principals" (2021). Educational Leadership Faculty Publications. 269.
https://ecommons.udayton.edu/eda_fac_pub/269
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
Comments
The document available for download is the authors' accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.
To view the version of record, see the journal website.