Doctor of Education (Ed.D.)
Purpose. The purpose of this study was to examine the behavior of a specific group of educational leaders, to determine the presence of masculine, feminine, and androgynous qualities, and to relate these specific qualities to their performance ratings. The researcher examined current literature relating to the concept of androgyny in several areas.;Method. The Bem Sex-Role Inventory (BSRI) was administered to a sample of 59 school administrators from one school system. The scoring of the BSRI resulted in four separate categories: feminine, masculine, androgynous, and undifferentiated. The school system's evaluator provided a rating (exceptional, average, or weak) of the 59 principals in six areas. Six hypotheses were developed in relation to the purpose of the study: (1) A greater percentage of the female school principals will receive "androgynous" ratings on the Bem Sex-Role Inventory than will male school principals. (2) A greater percentage of the male school principals will receive "masculine" ratings on the BSRI than will female school principals; a greater percentage of the female school principals will receive "feminine" ratings on the BSRI than will male school principals. (3) More of the school principals who receive "undifferentiated" ratings on the BSRI will be males. (4) The school system's evaluator will rate the "masculine" school principals higher in building management and administrative procedures and policy than those who are "feminine" or "undifferentiated." (5) The school system's evaluator will rate the "feminine" school principals higher in public relations, staff relations, and personal qualities than those who are "masculine" or "undifferentiated." (6) The school system's evaluator will rate the "androgynous" school principals higher in building management, administrative procedures and policy, public relations, staff relations, personal qualities, and instructional program than those who are "masculine," "undifferentiated," or "feminine.".;Results. An analysis of the data formed the basis for conclusions and recommendations relating to differences between sex-role classifications and performance of duties as demonstrated by the formal evaluation procedure. The findings supported the first five hypotheses, although the "androgynous" administrators were not rated as high in those areas in which the "masculine" or "feminine" administrators excelled. Implications for future research were discussed.
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Stenzhorn, Ramona Boone, "An examination of androgynous traits as demonstrated by public school building administrators" (1987). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618433.