Date of this Version
Journal of Women in Educational Leadership, Vol. 5, No.4-October 2007 ISSN: 1541-6224
This qualitative multi-site case study examines Kentucky's female superintendents: their professional work, identity, and entry to the role. Data sources were extensive interviews from twelve districts-superintendents, central office administrators, and school board members, plus questionnaires and district documents. Results revealed a web-like organizational structure with collegial, caring empowerment from the center. A child-centered vision of increasing achievement for all students guided their instructional leadership. Generalizability regarding feminine leadership theory is extended to Kentucky, a rural traditional state with comprehensive reform and high-stakes accountability. The feminine sty Ie of these superintendents parallels studies of effective district- level instructional leadership.