Abstract

Purpose

This paper explores the gender stereotypes associated with feminine and masculine management and leadership styles in schools.

Design

The study adopted a survey-based approach, utilizing an inventory tool, to examine the traits and behaviours perceived by teachers as characterizing feminine and masculine management and leadership styles. The study involved a gender-diverse sample of 398 Israeli teachers from various educational backgrounds and experiences. Participants were presented with a list of traits and behaviours typically associated with management and leadership styles and were asked to rank them based on their perception of the extent to which they reinforce gender stereotypes.

Findings

Mixed-design ANOVA analyses revealed the traits and behaviours that were perceived as the most gender-stereotypical in both feminine and masculine management and leadership styles.

Originality

The findings contribute to our understanding of the gender biases and expectations that may influence perceptions of effective school management and leadership. The research may inform efforts to promote gender equality and unbiased leadership in educational institutions.