2019 Volume 28 Pages 120-130
This study examines the factors affecting teachers’ aspiration to become school administrators, with a particular focus on gender. A web survey was conducted for 205 male teachers and 106 female teachers, working in public elementary and junior high schools in Japan. Multiple regression analysis was used to identify factors contributing to teachers’ aspiring to be school administrators.
For male teachers, it is suggested that their having experienced school management roles carries an indirect impact on the level of aspiration to be a school administrator through “organizational contribution efficacy”, and their having met a role model school administrator makes a direct impact on their “organizational contribution efficacy” and “positive attitude toward school principals.”
For female teachers, the years of experience indirectly influences their aspiration to become school administrators through two variables: “school management effectiveness” and “approval from school manager”. Experience in school management roles and having had a role model school administrators have indirect impacts on their aspiration to become school administrators when there is “an approval from school administrators”.
These findings suggest that different strategies are necessary for training male teachers and female teachers to take a pathway to become school administrators.
