Towards a gender-inclusive educational administration theory for the Third World
Abstract
This paper attempts to suggest alternative models for school management, which would challenge any pressure to change potential female administrators into substitute males. It develops a critical theory of educational administration as it relates to gender, and presents some preliminary findings from a research project on women in educational administration in the Third World
Description
Special Issue: The Professional Preparation and Development of Educational Administrators in Developing Areas with Emphasis on the Commonwealth Caribbean, edited by Earle H. Newton & David G. Marshall