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Perceptions of Gendered Practices Among Teachers and Leaders in Relation to School Morale

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Perceptions of Gendered Practices Among Teachers and Leaders in Relation to School Morale PERCEPTIONS OF GENDERED PRACTICES AMONG TEACHERS AND LEADERS IN RELATION TO SCHOOL MORALE A Dissertation by DEBRA RHODES GLADSTONE Submitted to the Graduate School Appalachian State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION December 2016 Doctoral Program in Educational Leadership Reich College of Education PERCEPTIONS OF GENDERED PRACTICES AMONG TEACHERS AND LEADERS IN RELATION TO SCHOOL MORALE A Dissertation by DEBRA RHODES GLADSTONE December 2016 APPROVED BY: Chris Osmond, Ph. D. Chairperson, Dissertation Committee William Gummerson, Ph. D. Member, Dissertation Committee Roma Angel, Ed. D. Member, Dissertation Committee Audrey Dentith, Ph. D. Director, Educational Leadership Doctoral Program Max C. Poole, Ph.D. Dean, Cratis D. Williams School of Graduate Studies Copyright by Debra R. Gladstone 2016 All Rights Reserved Abstract PERCEPTIONS OF GENDERED PRACTICES AMONG TEACHERS AND LEADERS IN RELATION TO SCHOOL MORALE (December 2016) Debra Rhodes Gladstone, B.S., University of North Carolina M.A.T., Salem College M.S.A., Appalachian State University Ed. S., Appalachian State University Ed. D., Appalachian State University Dissertation Committee Chairperson: Chris Osmond, Ph. D. At the present time, the field of education is experiencing large volumes of change due to high stakes accountability, federally mandated Common Core and Essential Standards, as well as decreased budgets affecting the availability of needed resources. These are a few of the things that have an effect on overall teacher morale which promote high teacher turnover rates each year. Teacher retention is essential to high student achievement. Therefore, it is imperative to identify those factors that affect teacher morale in order to increase teacher retention. Based on existing research, school administrators are crucial to the morale in a school. The low numbers of female administrators compared to the number of female teachers indicates that equity, diversity, and pluralism do not apply when it iv comes to women in leadership roles. It is not uncommon for the gender of the leader to be a consideration when selecting a new principal for a school. This promotes the need for a close examination to the degree to which the gender of the leader impact teacher morale. This study examined the relationship between the gender of the leader and teacher morale. The qualitative study was set in an interpretative approach, as the researcher was the primary instrument for data collection and evaluation. Four teachers and four principals were purposefully selected and interviewed with the intent of investigating the impact that gendered practices of leaders may or may not have on teacher morale. The data collected from this study suggests that teacher morale hinges on a set of behaviors, character traits of the leader, or personality of the leader rather than gender of the leader. Respondents used the terms personality and character synonymously throughout. Attributes of leaders were identified from the data as being essential to establishing a foundation for high teacher morale. The identified attributes were necessary in fostering qualities that appeared as recurring themes in the data collected from teachers and principals. The themes were qualities essential to high teacher morale. Additionally, an evaluation of the collected data demonstrated the influence of gender norms on how leaders may be perceived. The view of gender as a binary rather than as a continuum and factors that promote this worldview were also present in the data collected from interview respondents. v Acknowledgments I would like to express my gratitude to the many individuals who provided support to me during this project. First and foremost, I want to thank my loving husband Bill for being an undying motivator who has been behind during this journey, which has been filled with many sacrifices. To my children, Anne, Mary Kate, Laine, and Betsy for their constant encouragement that pushed me to stay with the project until it was completed. Their confidence in me means more than they will know. I would like to recognize my father for his faith in me as well as the value that he has always placed on education. I want to recognize my brother for his unconditional love as well as the confidence he has in me. I would like to acknowledge my mother who is deceased. The lives that she touched as an educator serve as a model for me each and every day. I credit her for my strong will, determination, and motivation that have helped me achieve this accomplishment. I would like to recognize my dear paternal and maternal grandparents who are no longer with us. They were examples of hard working people who valued family, friends, church, and education. My experiences with them continue to shape my life and provide me with the strength needed to bring this project to completion. I would like to recognize my dear friends, extended family and colleagues who were there for me during this process. Without the friendship, support, and prayers from Cynthia Barber, Cheryl Bowling, and Henrietta Shepherd, my dedication to scholarship would never have been as strong. vi I extend my gratitude to my committee chair Chris Osmond, and members William Gummerson, and Roma Angel for all their guidance and the extensive energy they expended through every phase of this journey. Your commitment to my work has been extraordinary. It is difficult for me to find the words to express to you my deep appreciation for all your contributions toward my work on this dissertation. I want to thank the four teachers and four principals in the Winston-Salem Forsyth County School District who gave so unselfishly of their time in order to participate in my study. Thanks to all the members of the Forsyth One Cohort, Cheryl, Lee, Fran, Dossie, Joe, Stacy, Patti, Leslie, Brooksie, Bob, Larry, and Keisha and all the instructors for your collaboration but especially for your friendships. A special thanks goes out to Susan Musilli, Wayne Matthews and the wonderful people in the Belk Library who work with Distance Learning students. Thanks to all the staff members at Mineral Springs Elementary and Mineral Springs Middle School for your encouragement and prayers throughout this project. Finally, thanks be to God for placing all those mentioned in my life and for all the other wonderful blessings I have received. I will continue to seek His guidance as I use all that I have learned to serve others as an educational leader. vii Dedication To my husband, William Wright Gladstone To my father, Lonnie Benjamin Rhodes, III To my brother, Lonnie Benjamin Rhodes, IV To my children, Anne, Mary Kate, Laine, and Betsy Gladstone In loving memory of my mother, Anne Ball Rhodes In loving memory of my grandparents, Janie and L.B. Rhodes, Ella and Carl Ball In loving memory of my mother-in-law, Nancy Yates Gladstone In loving memory of my sister-in-law, Elizabeth Gladstone Lyon Teachers, Mentors, and Friends viii Table of Contents Abstract .............................................................................................................................. iv Acknowledgments.............................................................................................................. vi Dedication ........................................................................................................................ viii List of Tables ................................................................................................................... xiii List of Figures .................................................................................................................. xiv Chapter One-Introduction ................................................................................................... 1 Research Problem Statement .................................................................................. 3 Research Questions................................................................................................. 4 Research Guiding Question .................................................................................... 4 Purpose of Research................................................................................................ 5 Definition of Terms................................................................................................. 6 Qualitatively Oriented Researchers ...................................................................... 11 Theoretical Perspectives ....................................................................................... 12 Theoretical Framework......................................................................................... 20 Psychological Theory............................................................................................ 28 Summary ............................................................................................................... 31 Chapter Two-Literature Review ....................................................................................... 32 Gender in Education ............................................................................................. 32 ix Historical Background .......................................................................................... 33 Influence of Gender .............................................................................................. 37 Sex Roles and Stereotypes ...................................................................................
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