LIVED EXPERIENCES OF FEMALE HIGH SCHOOL PRINCIPALS IN RURAL REMOTE HIGH SCHOOLS OF A SOUTHWESTERN STATE

Abstract

This hermeneutic phenomenology research study expands the knowledge base concerning leadership experiences of female high school principals. Specifically, the research explored the perceptions of four female high school principals about their own lived experiences as leaders in remote rural school districts. The research used phenomenological interviews to obtain rich descriptive data about experiences pertaining to their education leadership role. The in-depth interviews were conducted after the manner of Seidman’s (2013) 3-phase process to collect 1) a focused life history, 2) details of experience, and 3) the reflection of meaning from the participants. The intersection of rural context, gender, and high school level creates a nuanced subset in school leadership research. Rather than discuss gender and rurality as separate themes, these two factors are presented within the emerging themes given the context of the participants work and life experiences in being a female school leader in a rural school. Five (5) significant themes emerged through the analysis of the data generated from the participants’ interviews about their lived experiences: (a) Transitioning to Principal with subthemes of district/rural background and Encouragement/Support, (b) Complexities Inherent to the Role of Principal, (d) Incidents in the Experience of Principal, (e) Relationships Important to the Experience with sub-themes of student, faculty, and community, and (f) Family-like climate. The findings of this study suggest implications for practice at the building and district level as well for research to appreciate the importance of rural schools benefiting from effective leaders including those who may be female.