Gender Differences in Leadership Communications

This paper presents findings of a study that determined relative differences in male and female teachers' perceptions of male and female principals' intentions in the communication process. Data were derived from administration of the Leadership as Social Control (LASC) Model to 397 teachers in the Calgary School District. They reported their perceptions of 20 principals (10 male and 10 female). Three orientations (personal, official, and structural) and three motivations (authority, positive power, and negative power) of leader communication by gender were examined. Findings indicate that male and female teachers perceived female principals as communicating their authentic values and verbal expressions of expectations more than male principals. Principal gender affected teachers' perceptions more than teacher gender. All teachers perceived that female principals paid more attention to their teachers' work, whether positive or negative attention. A link was found to exist among teachers' perception of principal effectiveness, a feeling of closeness to the principal, and the degree of attention that principals give teachers. It is recommended that male principals communicate interest in teachers' lives. Seven tables and two figures are included. (LMI)