Exploring the Leadership Practices of Women teacher leaders in Mathematics and Science: Significance of addressing Equity and Inclusion in New Zealand’s Schools – A literature review
Abstract
This literature review serves as the foundation for a doctoral research project that examines the intersection of educational leadership, gender, and equity in education in New Zealand’s context with specifical focus on women teacher leaders in math and science disciplines. Despite the growing recognition of the significance of leadership in fostering equitable learning environments (Galloway & Ishimaru, 2017), our understanding of the practical implementation of equity on school level remains underexplored. Particularly, little is known regarding the use of leadership abilities by women teacher leaders within school context in science and math subjects. Grounded in both positioning (Davies & Harré, 1990) and equity-oriented leadership (Theoharis, 2007) frameworks, the below literature review discusses how women teacher leader’s identities, professional agency, and institutional cultures contribute to transformative educational practices towards achieving equity in their disciplines. Through this approach, this article aims to extend the existing discussions about teacher leadership by highlighting how women teacher leaders engage with equity related concerns in math and science education.
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