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Journals / Research in Educational Administration and Leadership (REAL) / 2026 / Volume: 10 Issue: 3

Career Advancement of Female Principals in Public Schools in China

Xiaomei Zhang(University of Nottingham Ningbo China)0009-0007-7846-7099
Tony Bush(University of Nottingham)0000-0001-8995-6057
Ashley Yoon Mooi Ng(University of Nottingham Ningbo China)0000-0002-3512-4244
Pages
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Publication Date
2025-09-28
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This study concludes with theoretical and practical implications, and future research recommendations for gender and educational leadership and management.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This article reports on the factors that promote and support the career advancement of six female principals in public schools in a city on the southeastern coast of China.
📊
Key Findings & Data:A qualitative research approach, through semi-structured interviews and document analysis, was adopted to explore those factors and obtain comprehensive and in-depth information.
💡
Conclusion & Impact:This study concludes with theoretical and practical implications, and future research recommendations for gender and educational leadership and management.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:female principals · career advancement · public schools

Abstract

This article reports on the factors that promote and support the career advancement of six female principals in public schools in a city on the southeastern coast of China. A qualitative research approach, through semi-structured interviews and document analysis, was adopted to explore those factors and obtain comprehensive and in-depth information. Data was coded and analyzed thematically through content analysis. Social identity theory and self-categorization theory provide the theoretical framework for this study, guiding data collection, analysis, and interpretation. The findings suggest five major factors: government policies, progressive outlook in the region, relationship building, support from mentors and family, and strong human capital. These five considerations build towards two overarching themes: deconstructed gender power relations and identity depersonalization. This study concludes with theoretical and practical implications, and future research recommendations for gender and educational leadership and management.

🔖

Cite This Article

Zhang, X., Bush, T., Ng, A. Y. M. (2025). Career Advancement of Female Principals in Public Schools in China. Research in Educational Administration and Leadership (REAL), Volume: 10 Issue: 3. https://doi.org/10.30828/real.1624407

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