Gender leadership and professional development programs

Professional development programmes are essential for both male and female teachers and head teachers. Such programmes enhance abilities, capabilities, skills and knowledge of individuals. Literatures suggest that the effectiveness of professional development programmes depend on the participation of male and female teachers. However, the participation of male and female teachers varies from context to context. In developed countries the participation of female teachers and head teachers in professional development programmes is higher than males’ teachers (Johnston, 1998).  Evidence suggests that women more interested in attending professional development programmes than their counterpart male head teachers. The professional development progarmmes are important because they improve the skills and knowledge about teaching and learning (Johnston, 1998; Ramsden, Margetson, Martin and Clarke, 1995).  Johnston (1998) noted that women believe more than male head teachers about the importance of professional development programmes. Women also believe that professional development progarmmes enhances their practices. However, women head teachers less believes on their academic roles than male head teachers. They also feel more alienated and isolated in their work environment.  Furthermore, women seek role models and mentors for their professional development. In Park’s (1996) work on professional development for teachers, he  argues that in most of the world teaching, like other work traditionally classified as 'women's' such as housework, child-care or nursing, is under-valued by society because it is seen to be associated with low level skills and is thought to be instinctive or natural. The notion that teaching comes naturally and that anyone can teach well suggests that these activities are uncreative, unchallenging, and unskilled (Park, 1996).  Such assumptions could readily lead to further assumptions, particularly by men, that professional development and other steps to learn about and improve teaching are unnecessary or a waste of time and resources.  Researchers are increasingly recognizing that perceptions of low self-efficacy may not be a cause of women’s failure to move through the academic ranks, rather the effect of a culture in which they feel under-valued and sometimes alienated (Acker, 1992). As such, it is important to shift the focus away from 'problems' of women, to the problems caused by 'the politics of privilege' (Ramsay, 1995) in which male characteristics and life patterns are made the norm, thereby marginalizing the activities, experiences and characteristics of women.

In various studies it is found that women’s level of participation is higher in professional development activities. Their involvement seems that they enjoy such opportunities and desire to seek out collaborative rather than competitive relationships with colleagues.  Women have greater appreciation of interacting with colleagues in a non-threatening environment which encourages openness and valuing of the individual (Belenky, Clinchy, Goldberger & Tarule, 1986). In the study of Bhalalusesa (2010) demonstrate that women had the intrinsic motivation to succeed in their career and professional development as independent human beings. However, due to traditional values and cultural expectations of their societies, they also felt that starting and maintaining a family was imperative. He also presents that women who want to pursue their career and professional development outside their context, face challenges. Brown (2000) describe that small numbers of women at middle and senior grades in academic departments and in the administration  recommended women are given particular encouragement to undertake career training.  In Pakistan, it has been found that women mangers are quite insignificant, and the general workplace atmosphere is incongruous, unsafe, discriminatory and unequal.  Women are struggling and striving hard against many socio-cultural forces to establish their rights and contribute as an economic and managerial force (Alam, 2009). A number of debates have been made to identify that they type of group should be involved in professional development programmes. The mix male and female group should be effective or single sex group be more effective. Brown (2008) argues that one way of addressing the inequalities which exist in universities is not to hold single sex courses. Men are not always aware of the problems they face and mix groups are useful in that respect.
In traditional norms, women are considering to play reproductive roles while male are supposed to perform productive roles in the society. The finding of Bhalalusesa (2010) suggests that educated women realize that they can also play the role of a provider for the benefit of the entire family while at the same time trying hard to maintain their traditional roles as wives and mothers.

            In Pakistani context, women headteachers’ experiences in educational leadership, particularly professional development programs for educational leader’s remains under researched.  This study, therefore, aims to fill this gap in the knowledge base by providing a contextual perspective on the influence of women public sector primary teachers’ participation in professional development programs on their professional and personal experiences.