Gender Debate and Teachers' Constructions of Masculinity Vs. Femininity of School Principals: The Case of Muslim Teachers in Israel

Autor/inn/en	Arar, Khalid; Oplatka, Izhar
Titel	Gender Debate and Teachers' Constructions of Masculinity Vs. Femininity of School Principals: The Case of Muslim Teachers in Israel
Quelle	In: School Leadership & Management, 33 (2013) 1, S.97-112 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2012.723620
Schlagwörter	Leadership Styles; Leadership Qualities; Sexual Identity; Muslims; Foreign Countries; Principals; Career Development; Femininity; Masculinity; Teacher Attitudes; Administrator Characteristics; Qualitative Research; Gender Differences; Moral Values; Power Structure; Discipline; Administrator Attitudes; Teacher Education; Administrator Behavior; Questionnaires; Arabs; Israel + Suchen Sie Ihr Suchwort? Führungsstil; Führungseigenschaft; Geschlechtsidentität; Sexuelle Identität; Muslim; Muslimin; Ausland; Principal; Schulleiter; Berufsentwicklung; Femaleness; Weiblichkeit; Männlichkeit; Lehrerverhalten; Qualitative Forschung; Geschlechterkonflikt; Moral value; Ethischer Wert; Disziplin; Lehrerausbildung; Lehrerbildung; Fragebogen; Arab; Araber
Abstract	This article reports the findings of a study that sought to identify Muslim teachers' constructions of "masculinity" and "femininity" of the school principal. The first purpose of the study was to trace Muslim teachers' perceptions of masculine and feminine features of school principals, and the second was to explore their constructions of the desired principal-teachers relationship. Based on a qualitative investigation, this study found that male and female teachers hold cultural gender conceptualisations of the school principalship, which in turn influence the way they see power relations, leadership style and career development. Interestingly their preference for the ideal principal is not based on gender but rather on leadership qualities. Both female and male teachers prefer "the strong principal" who maintains moral behaviour, discipline and control in schools, yet is sensitive and collaborative. Likewise, male and female constructed ideas and favoured leadership features, values and behaviours are influenced by teachers' education and proximity to modern values. The practical implications of the study are discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10