Educational Administration, Department of


Date of this Version


Document Type



Journal of Women in Educational Leadership, Vol. 4, No. 1-January 2006 ISSN: 1541-6224


©2003 Pro>Active Publications


This paper focuses on the results of a study examing the relationship among gender, leadership style and principal selection. A sample of 64 Arizona elementary teachers participated in the study. Key issues related to gender and leadership style were identified through a literature review, teacher ratings of four fictitious principals, coded comments, and survey results. Independent samples t tests on mean ratings were used to determine statistical significance. Teachers selected principals based on leadership style rather than gender; reform principal applicants were rated significantly higher than traditional principal applicants by all teacher respondents. Although not statistically significant, gender was associated to respondent selections. Female teachers rated a female reform principal higher than males, and male teachers rated a male reform principal higher than females. Male teachers rated a traditional female principal higher than they rated a traditional male principal, suggesting a gender interaction.