Gendered leadership stereotypes in disadvantaged rural school communities

Abstract

Within rural contexts where patriarchal traditions and perspectives of leadership exist, the role of the school principal is typically associated with stereotypical male leadership traits. This study investigated traditional stereotypical views of leadership and how these might manifest in the leadership of schools in disadvantaged rural communities. The aim of this qualitative study was to determine if the gender specific stereotypical view of leadership existed in the Historical Schools which formed part of this study. Whilst there were some stereotypical leadership practices, the study found notable exceptions. The exceptions were specifically found with respect to a gender stereotypical view of spiritual and servant leadership