Gender stereotypes of feminine and masculine school management and leadership: examination of traits and behaviours

Purpose – This paper aims to explore the gender stereotypes associated with feminine and masculine management and leadership styles in schools. Design/methodology/approach – The study adopted a survey-based approach, using an inventory tool, to examine the traits and behaviours perceived by teachers as characterising 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, with no gender labels, and were asked to rate them based on their perception of the extent to which they represent feminine or masculine leadership styles. 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/value – The findings contribute to our understanding of the gender biases and expectations that may influence perceptions of effective school management and leadership. The research can help inform efforts to promote gender equality and unbiased leadership in educational institutions.