The role of female teachers in employment as school administrators

Education system of a country is essential for a sustainable development. No doubt that, school is the essential place to provide education. In this respect, the election of school administers who direct the schools are also important. However, if the historical evolution of gender based biological differentiation is taken into account, it is observe that women are placed to a disadvantageous position then men in our country. That is to say, womanhood and manhood features cause common sexuation and gender based roles socially and psychologically. The paternalistic structure of our society has a dominant effect on the construction and protection of these roles. These stereotypes directly shaping our everyday lives also dominate over the election of school administrators today.In order to establish a balanced social work life on general scale for the society and for the well-being of female population on local scale, these stereotypes must either disappear or equalized. The education process is important for this change, which can only be performed by raising awareness on this issue. In this study which aims to support raising awareness to the mentioned issue, the place of female teachers to be employed as school administrators and its consequences are researched.The research is conducted among 214 female manager, deputy manager and teacher working in public and private schools of Kadıköy in İstanbul between the school period 2011-2012. In order to enable students to reflect their personal opinions openly, questionnaires that are not involving idendity information are used. Incomplete or false fillings are removed from the questionnaires.SPSS (Statistical Package for the Social Sciences) computer program is sued during the analysis of research data. To observe and measure the differences caused by several variants in the role of female teachers Mann Whitney U (MU) and Kruskal Wallis (KW) tests are conducted. The results are compared again in pairs in order to observe between which groups meaningful relations are composed.According to research results it is observed that; in terms of age variant, positive elaboration increase when age increases. In terms of education level, positive elaboration increase when education level increases. In terms of management status variant, positive elaboration increase when hierarchy increase. In terms of status variant, positive elaboration increase when status increase. Plus, the research results conclude that elaborations containing negative qualifiers get lower rates, is a positive result deduction for female managers.Key Words: School, School Administrators, Gender, Gender Stereotypes