Arar, Khalid; Oplatka, Izhar

Abstract: This article reports the findings of a study that sought to identify Muslim teachers' constructions of "masculinity" and "femininity" of the school principal. The first purpose of the study was to trace Muslim teachers' perceptions of masculine and feminine features of school principals, and the second was to explore their constructions of the desired principal-teachers relationship. Based on a qualitative investigation, this study found that male and female teachers hold cultural gender conceptualisations of the school principalship, which in turn influence the way they see power relations, leadership style and career development. Interestingly their preference for the ideal principal is not based on gender but rather on leadership qualities. Both female and male teachers prefer "the strong principal" who maintains moral behaviour, discipline and control in schools, yet is sensitive and collaborative. Likewise, male and female constructed ideas and favoured leadership features, values and behaviours are influenced by teachers' education and proximity to modern values. The practical implications of the study are discussed.

总结：本文报道了一项研究，试图找出穆斯林教师结构的“阳刚之气”、校长的“女人味”的特点。该研究的第一目的是为了追查学校校长的男性和女性特点的穆斯林教师看法，第二是探讨的期望校长，教师关系的结构。研究发现，男性和女性教师持学校校长的性别文化的概念化，进而影响他们看到权力关系，领导作风和职业发展的方式。有趣的是他们偏爱的理想主要不是基于性别而对领导素质。女性和男性教师比较喜欢“强主体”谁维护道德行为，纪律和控制学校，但敏感和协作。同样，男性和女性的构建理念和领导的青睐特性，价值观和行为是由教师的教育和接近现代价值观的影响。

来源：School Leadership & Management, v33 n1 p97-112 2013. 16 pp.