Abstract
Problem and purpose. Today's schools are faced with the imminent need to replace school administrators preparing to retire within the next five to ten years. The disproportion of women in leadership roles in education continues, despite significant gains made by women to enter administration. This is amplified among Latina women. Research indicates that in addition to finding those who will replace school leaders leaving the profession, an equally critical need is that these leaders reflect the culturally diverse student population. It is essential that school districts be proactive in finding ways to encourage teachers, especially women, to choose a pathway to the principalship. This study determined the experiences which serve women as support mechanisms and discussed the effectiveness of these support mechanisms in women's pursuit of leadership roles in education. The question as to whether significant differences in ethnicity, age, and leadership positions influenced the effectiveness of these support mechanisms was of further interest. Finally, investigation was conducted as to whether or not there were support mechanisms that particularly distinguish Hispanic/Latina women. Methodology. Descriptive and ex post facto research was used in the design. A purposive sample of women leaders across forty-two county school districts participated in a survey instrument to gather quantitative data. Women leaders rated the degree of effectiveness of twelve support mechanisms provided on an eleven-point Likert Scale. The data were analyzed using descriptive statistics. Findings. Women leaders in all groups represented identified intrinsic support mechanisms as the most effective and influential support in their pursuit of leadership roles in education. An additional finding was the impact of receiving a direct invitation to enter leadership as a support mechanism that distinguishes Hispanic/Latina women leaders in this study. Conclusions and recommendations. An earnest effort must be made to persuade and support women to enter school leadership. In this effort, it is imperative that women of diverse ethnic, cultural, and linguistic backgrounds be encouraged to enter the leadership profession, as they best mirror the nation's increasingly diverse student population. Organizations will want to provide stakeholders with timely capacity-building strategies focused on effective support mechanisms that promote and sustain women in a school leadership career.