Correlates of Challenges and Competencies of Female Teacher-Leaders based on Teacher Leadership Standards

Abstract

This study investigates the leadership competencies of female teacher-leaders in the educational sector, focusing on their profiles, self-assessment, and evaluation by immediate supervisors based on established teacher model standards. The research examines seven key areas: fostering a collaborative culture, accessing and using research, promoting professional learning, facilitating instructional improvements, promoting the use of assessments and data, improving outreach with families and communities, and advocating for student learning and the profession. The study reveals that female teacher-leaders primarily fall within the 30-45 age range and hold a Master's degree, indicating that younger and highly educated women are more likely to assume leadership roles. Self-assessment shows that these leaders perform well in fostering collaboration, using research, and promoting professional learning, but there is room for improvement in utilizing assessments, engaging with communities, and advocacy. Supervisors generally agree with these self-assessments, especially in collaboration and professional learning, though they rate advocacy slightly higher, suggesting potential underestimation by the leaders themselves. The study finds no significant differences in leadership competencies based on age, but educational attainment shows a significant impact, with Master's degree holders rating their competencies higher. Challenges faced by female teacher-leaders include balancing work and family responsibilities, overcoming gender bias, and navigating resource limitations and interpersonal relationships. Recommendations for enhancing leadership capabilities include providing targeted training, fostering research participation, implementing peer observation, and developing community engagement programs. Advocacy skills should be strengthened through specialized training and platforms for expressing concerns. The study concludes by proposing a leadership development program tailored to the needs of female teacher-leaders, emphasizing continuous professional growth, mentorship, and inclusive policies to support their advancement.