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Research - WOMEN AS HEADS OF INDEPENDENT SCHOOLS: THE PRESENCE OF APPRECIATIVE INQUIRY ON THE JOURNEY OF WOMEN TO THE HEADSHIP
Debra A. Otey
A Dissertation Submitted to the
University of North Carolina at Wilmington
in Partial Fulfillment of the Requirements for the Degree of
Doctor of Education
Watson College of Education University of North Carolina Wilmington 2024
Analyzed and presented by: Miss Charinya Katherine Demaine 244511002
Abstract: The study examines the underrepresentation of women as heads of large, K–12, co-educational independent schools, analyzing the leadership journeys of six women through the 5D cycle of Appreciative Inquiry (Define, Discover, Dream, Design, Deliver). It highlights the critical role of self-awareness, mentoring, and advocacy in overcoming gender biases and advancing careers. The research advocates for intentional mentorship by current female leaders to support aspiring women, fostering growth and increasing female representation in executive educational roles.
Research Objective: The study examines the underrepresentation of women as heads of large, K–12, co-educational independent schools, analyzing the leadership journeys of six women through the 5D cycle of Appreciative Inquiry (Define, Discover, Dream, Design, Deliver). It highlights the critical role of self-awareness, mentoring, and advocacy in overcoming gender biases and advancing careers. The research advocates for intentional mentorship by current female leaders to support aspiring women, fostering growth and increasing female representation in executive educational roles.
Independent variables: Mentorship, Appreciative Inquiry Framework and Advocacy.
Dependent variables: Leadership Journey Outcomes, Perceived Impact of Mentorship and Barriers Overcome:
Research Questions:
RQ1: What aspects of the Appreciative Inquiry process (Define, Discover, Dream, Design, Deliver) were present in the journey stories of current or former sitting female heads leading large, K–12, co-educational independent day schools?
RQ2: How do current or former sitting female heads leading large, K–12, co-educational independent day schools believe mentorship played a role in their professional journeys? RQ3: What are the beliefs and perceptions of current or former heads of school regarding mentorship as part of their leadership role?
Theory or Related Literature Reviews - The study is grounded in Appreciative Inquiry (AI) and its 5D cycle (Define, Discover, Dream, Design, Deliver) as a theoretical framework.
Appreciative Inquiry (AI) is a framework grounded in Positive Psychology, emphasizing the exploration of strengths, successes, and potential rather than focusing on deficits or problems. AI aims to inspire transformational change in individuals and organizations by fostering a forward-looking, optimistic mindset.
The 5D Cycle of Appreciative Inquiry:
Define:Establish the focus and purpose of the inquiry. Identify strengths, skills, and goals that align with the organization's or individual's vision.
Discover: Explore and analyze past successes, achievements, and positive experiences. Gather insights into what works well and why.
Dream: Envision an ideal future and the desired outcomes. Brainstorm possibilities and articulate aspirations.
Design: Develop actionable plans and structures to achieve the envisioned goals. Create systems and strategies that align with identified strengths and objectives.
Deliver (or Destiny): Implement the plans and sustain the change. Focus on commitment, execution, and adapting the vision into reality.
In the context of women’s leadership journeys, the 5D cycle helps analyze how leaders define their strengths, discover and leverage opportunities, dream of higher roles, design pathways to reach them, and deliver sustained success. It provides a structured, empowering approach to overcome challenges and foster growth in aspiring leaders.
Related Literature:
Gender Bias in Leadership: Studies have long highlighted the underrepresentation of women in executive roles, both in business and education sectors (Eagly & Carli, 2007; Shakeshaft, 1989). The "glass ceiling" and "labyrinth" metaphors describe systemic and complex barriers to women's advancement.
Mentorship and Advocacy: Mentorship, especially by other women, is critical for career development in leadership roles (Flaxman, 2022; King, 2021). Advocacy and sponsorship have also been shown to positively impact career progression and opportunities (Hewlett, 2013).
Appreciative Leadership: Rooted in Positive Psychology, AI and Appreciative Leadership provide tools for fostering growth, self-awareness, and relational leadership (Whitney et al., 2010). This theory aligns with the developmental needs of women leaders, focusing on their unique strengths and contributions.
Barriers to Leadership: Gender biases, limited access to networks, and time demands of middle management roles are common challenges faced by women (Hotchkiss, 2019; Pernambuco-Wise, 2011). These barriers necessitate targeted mentorship and strategic leadership development approaches.
Independent Schools and Leadership: Women remain underrepresented in leadership positions in independent schools, particularly in large, K–12, co-educational settings. Studies underscore the importance of female mentorship and systemic advocacy to address this disparity (NAIS, 2021; Colmaire, 2022).
Research Methodology - This study employs a qualitative research design grounded in narrative inquiry and constructivist epistemology to explore the leadership journeys of women serving or aspiring to serve as heads of large, K–12, co-educational independent schools. Biographical Qualitative Inquiry: Emphasizes understanding the participants’ lived experiences and how they construct meaning from their leadership journeys.
Participants and Setting - Six women who are current or retired heads of large (>700 students), K–12, co-educational independent day schools.
Purposeful sampling was used to select participants who could provide in-depth insights into the leadership experiences of women in these roles.
Data Collection Methods - Data were collected through three tools:
Semi-structured interviews conducted via Zoom, lasting 45–90 minutes each.
Questions focused on participants’ leadership journeys, mentorship experiences, and perceptions of the Appreciative Inquiry process.
Interviews were recorded, transcribed, and analyzed to identify themes and patterns.
Data Analysis - A multi-layered coding process was employed:
First Cycle: Segmented transcripts based on psychological themes, leadership milestones, and the 5D cycle (Define, Discover, Dream, Design, Deliver).
Second Cycle: Identified relationships between themes and categorized influences, such as mentors and sponsors.
Final Coding: Consolidated themes into broader categories, such as journey stories, journey partners, and journey passion.
Thematic analysis was filtered through the 5D cycle to link findings to the Appreciative Inquiry framework.
Findings: - The study highlights the key themes from the leadership journeys of six female heads of large, K–12, co-educational independent day schools, analyzed through the lens of the 5D cycle of Appreciative Inquiry.
1. Journey Stories and the 5D Cycle of Appreciative Inquiry
Define: Participants developed self-awareness and identified their strengths, skills, and leadership aspirations. They recognized themselves as lifelong learners and leveraged their abilities in areas such as teaching, problem-solving, and relationship-building.
Discover: Through reflection and external feedback, participants uncovered opportunities for growth and areas to refine, such as overcoming defensiveness and embracing vulnerability.
Dream: Envisioning their futures, participants aspired to executive leadership roles and strategized pathways to achieve their goals.
Design: They created concrete plans, such as pursuing advanced degrees or leadership training, to prepare for leadership positions.
Deliver: Participants implemented their plans, attaining leadership roles and influencing their school communities through transformational leadership.
2. Role of Mentorship and Advocacy - Mentorship, particularly from female leaders, was pivotal in guiding participants' journeys.Mentors provided emotional support, constructive feedback, and professional guidance. Advocacy included sponsoring participants for leadership opportunities and encouraging self-confidence. Journey partners (mentors, colleagues, and advocates) were identified as critical to success, providing encouragement and role models.
3. Barriers and Strategies to Overcome Them - Participants faced challenges such as gender bias, lack of female representation in leadership, and personal sacrifices. Strategies to overcome these included proactive networking, seeking mentors, and utilizing strengths-based approaches like Appreciative Inquiry.
4. Passion for Mentorship - All participants expressed a commitment to mentoring aspiring female leaders. They emphasized the importance of advocacy and intentional mentorship to prepare the next generation of women for leadership roles. They used the Appreciative Inquiry framework to foster growth in their mentees, focusing on strengths, aspirations, and actionable goals.
5. Unique Leadership Qualities of Women - Participants described their leadership style as collaborative, empathetic, and transformational. These qualities were credited with creating a positive and inclusive school culture. They emphasized the importance of balancing personal and professional lives, demonstrating resilience, and leveraging relational skills to build trust and foster community.
The study found that Appreciative Inquiry, mentorship, and advocacy are crucial in supporting women’s leadership journeys. By focusing on strengths and aspirations, these tools enable women to overcome systemic barriers, achieve executive roles, and inspire future leaders.
Limitations:
Small Sample Size: Limited to six participants, which restricts the generalizability of findings to all women leaders in education.
Homogeneity of Participants: The sample lacked diversity in terms of race, ethnicity, and cultural background, which may limit the applicability of findings to underrepresented groups.
Narrow Scope: Focuses exclusively on large, K–12, co-educational independent schools, excluding smaller schools, boarding schools, or faith-based institutions.
Retrospective Nature:Relies on participants’ reflections, which may be influenced by memory biases or selective recall.
Limited Analysis of Barriers: While emphasizing strengths, the study does not deeply analyze systemic challenges or provide detailed strategies for addressing them.
Researcher Bias: The researcher’s role as a sitting head of school may introduce unintended bias in data interpretation despite efforts to mitigate it.
Strengths:
In-Depth Exploration: The qualitative design provides rich, detailed insights into the lived experiences of women leaders, capturing the complexity of their journeys.
Focus on Appreciative Inquiry (AI): Using the 5D cycle of AI offers a unique strengths-based perspective, emphasizing growth and potential over barriers and deficits.
Relevance to Leadership Development: Findings have practical implications for educational leadership, particularly in fostering gender equity in independent schools.
Authenticity of Voices: The use of narrative inquiry ensures participants’ voices are central, allowing for authentic representation of their experiences.
Constructivist Framework: The study’s constructivist approach highlights the interplay between personal and professional growth, emphasizing the co-construction of leadership identity.
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