Women in educational leadership embody a paradoxical
reality: they must balance the formal power
of school administration with the inclusivity,
responsiveness, and compassion necessary to nurture
a community of care. This negotiation
between agency and communion, first articulated by
Bakan (1966), contains many challenges for women
in positions of educational leadership. How do women
in educational administration retain the mantle of
leadership and legitimacy without compromising their
commitment to care and community? This research
examines how four women in positions of...