[[abstract]]Abstract Due to the cultural value system, the way we conceive of sex and power in some way differs. Men on the whole are encouraged to develop their “wings” to soar to strive for positions, accompanied with power; meanwhile, women are from time to time restrained from competition and urged to downroot as nursing and caring backforce of their male counterparts. Therefore, men get used to compete for power and at the mean time women retrieve from power battles. Then how about women entrusted with position power when in a formal organization? What are their perceptions of power? And how will they make use of their power? And from the interpretist standpoint, how the socialization process and social context weave into impact on those women with power? The researcher called for two female high school principals as participants. Utilizing the methods of participant observation and interview, the researcher remained herself close to the field, and in this way to get thorough knowledge of how the two female principals perceived their power and practically made use of it. Data gathered from the observations and interviews were wrapped up with thick description as presented in Chapter Four and Chapter Five. Still in Chapter Six, the researcher endeavored to generalize likeness and differences between two participant female principals. The researcher drew conclusions as follows: 1. Female principals tended to hold “ power-through” leadership. 2. Female principals were more likely to count on expert power and referent power. 3. Female principals looked much on creating harmonious school atmosphere, and thus more or less with softer leader images. 4. Female principals were likely to employ shared decision-making. 5. Female principals managed the administration progression by patrolling around and oral reminding as well. 6. Female principals were bound up with multi-role expectations, as a result, feeling restricted and to a certain degree frustrated, while they exercised position power.
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