Career Advancement of Female Principals in Public Schools in China

Year 2025, Volume: 10 Issue: 3, 585 - 625, 28.09.2025

Xiaomei Zhang , Tony Bush , Ashley Yoon Mooi Ng

https://doi.org/10.30828/real.1624407

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.

Keywords

female principals , career advancement , public schools , China

Ethical Statement

Before data collection, ethical approval was sought and received from the University Ethics Board. All participants provided written informed consent prior to participate in this study.

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