Date of Submission

7-25-2024

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

Appreciative inquiry, critical feminist theory, equity, ethic of care, women administrators, K-12

Abstract

Women are overrepresented as education workers (education assistants, early childhood educators, and teachers) and underrepresented as educational leaders (administrators, superintendents). A problem of practice exists where unrealistic demands, increased workload, diminished support, and a lack of recognition of gender differences have contributed to a decline in mental health and wellness of administrators.

This Dissertation-in-Practice (DiP) considers conceptual and theoretical frameworks, literature review, change frameworks, and evaluation mechanisms to arrive at an equity-focused solution that supports mental health and wellbeing while promoting joy. A blended transformative and authentic leadership approach is applied to a critical feminist stance that is underpinned with a social justice lens, ethic of care, and appreciative position. A logic model that considers inputs such as individual and organizational readiness, PESTL, and gap analysis is applied to a blended change model that considers appreciative inquiry theory and change path model. Current literature, relevant qualitative, and quantitative data are considered with a view to deconstructing the current systems in place with a view to valuing and creating a more just and equitable system.

A preferred solution is suggested that recognizes gender differences, identifies barriers that exist, prioritizes mental health, and creates system opportunities for women administrators to support one another and share common experiences. The preferred solution has the potential to build community, improve wellbeing, and provide opportunities to find joy.

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