Women make up 76% of teachers in Victorian schools, yet far fewer become principals. New research from PhD candidate, Kylie Cotter, examines why this gap persists, uncovering what she describes as a ‘care paradox’.
“My study focused on women’s transition from middle management to principal positions in Victorian secondary schools,” she says. “It highlighted a paradox where women’s care ethics simultaneously prepare them for leadership and create barriers to career advancement.”
Kylie argues that the care-focused skills women develop in schools make them strong leaders, yet those same qualities are undervalued in systems that reward visibility, constant availability and traditionally masculine leadership norms.
“This means that women’s leadership decisions are influenced by a complex interaction of organisational structures, leadership cultures and gendered expectations, rather than disengagement or a lack of ambition.”
Kylie says the findings suggest that increasing the number of women principals requires systemic change.
“We need to re-think how leadership roles are designed, supported and valued. I hope this research opens the door to reform that supports diversity, retention and equity within the principal workforce.”
