Leadership attributes of female secondary career and technical education teachers in Georgia
White, Tedra Haynes
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Transformational leadership recognizes that those not in formal administrative positions have authority and influence. Distributed leadership is transformational leadership in education and is defined by the influence that is exhibited by individuals at all levels rather than just the people at the top (Leithwood et al, 2007). This type of leadership suggests that every person in any position can demonstrate leadership in some way (Coleman, 2005). With this understanding of distributive leadership, it is likely that more teachers will find themselves with leadership responsibilities. Teacher leadership is exhibited through a variety of formal and informal roles and positions (Gronn, 2000; Leithwood et al., 2007). Women are expected to be less effective leaders and face stereotyping as a significant barrier to the quest for advanced leadership roles (Sanchez-Hucles and Davis, 2010). As with women in leadership in other industries, women are an underutilized resource for leadership in CTE and therefore the purpose of this study is to examine the relationship between leadership attributes, and professional characteristics and leadership attributes and personal characteristics of secondary female teachers in career and technical education programs in Georgia. Leadership attributes, professional and personal characteristics were investigated because insight into these attributes and characteristics may influence the emergence of teacher leadership for female secondary CTE teachers. The sample for this study was 179 female secondary CTE teachers in Georgia. Over 30% (32%) of the desired sample participated in the study. Study findings revealed that the female secondary CTE teachers rated 12, or 32.43%, of the attributes as very descriptive of themselves and rated 25, or 67.57%, of the attributes as being somewhat descriptive to descriptive of them. This study found that 35.2% of female secondary CTE teachers in Georgia surveyed have a desire to take on leadership roles. These teachers identified 21 leadership positions that they desire to have. This signifies that the teachers believe that they possess the leadership attributes that predisposes them to successful leadership performance. Details revealing the statistical significance of the relationships between the variables are shared, as well as, recommendations for practice and further research.