Abstract
This article examines the way in which school shapes the self-leadership concept of girls during their middle and high school studies. The research is based on in-depth interviews with ten adolescent girls studying in state post-primary educational institutions in central Israel. It focuses on their experiences and personal attitudes regarding the assimilation of leadership skills and tools in these educational settings. In the research, several units of meaning emerge that the girls give to the topic of leadership in their world. The girls describe the figure of the leader with characteristics that emphasize, among other things, listening and tolerance; they describe themselves as conforming to this model. They assert that self-confidence is essential to the ability to lead, and that this is a weak point of girls in school in general. Their knowledge of leadership and leaders is poor and inexhaustive. Most point to high expectations from programs and leadership groups in the school as compared to the actual, lower results of these programs. They recognize the contribution of the leadership programs to the development of their own leadership character, but doubt the ability to bring it to fruition in the classroom, at school, and in the outside world. In addition, the study shows that, in the eyes of the girls, there are no central figures in the school who are models of admirable leadership. It is also evident that their approach to the school as an ideal place to develop leadership is ambivalent.
Translated title of the contribution | Empowered and Disappeared: The Influence of the State Secondary School on Leadership Development Among Girls |
---|---|
Original language | Hebrew |
Pages (from-to) | *53-*79 |
Journal | חוסן לאומי, פוליטיקה וחברה |
Volume | 4 |
Issue number | 1-2 |
State | Published - 2022 |
IHP Publications
- ihp
- Children
- Education -- Curricula
- Education, Secondary
- Educational leadership
- Leadership
- Self-confidence
- Youth