Barriers and Coping Strategies of Female Teachers’ Leadership Development in Primary and Secondary Schools

An Empirical Study Based on City A in Inner Mongolia

DOI

10.2991/assehr.k.220131.078How to use a DOI?

Keywords

female teachers; leadership development; barriers; coping strategies; primary and secondary schools

Abstract

In the context of the new era, by taking female teachers in city A of Inner Mongolia as the research subjects and adopting the interview method and NVivo qualitative analysis tool, a three-level coding analysis of the interview content shows that the obstacles of female teachers’ leadership development in primary and secondary schools involve four dimensions: individual, family, school and society, such as self-trait and value orientation, family weighting and role positioning, school empowerment and work content, and gender perception and traditional culture. Besides, this study also proposes strategies to address these issues.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Xiaochen Yan
PY  - 2022
DA  - 2022/02/01
TI  - Barriers and Coping Strategies of Female Teachers’ Leadership Development in Primary and Secondary Schools
BT  - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021)
PB  - Atlantis Press
SP  - 434
EP  - 438
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220131.078
DO  - 10.2991/assehr.k.220131.078
ID  - Yan2022
ER  -