Year of Award

2026

Document Type

Dissertation

Degree Type

Doctor of Education (EdD)

Degree Name

Educational Leadership

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

Erica Allen

Commitee Members

John Matt, Mike Perry, Emily Sallee, Grace Gardner

Keywords

Educational leadership, Female superintendents, Gender inequity, Leadership Advancement, Mentorship, Phenomenology

Abstract

The experiences of female superintendents were examined in this study to provide insight into the commonalities in their leadership journeys within public school organizations. A phenomenological, qualitative approach, aligned with Moustakas’s (1994) framework, was used to explore participants’ shared experiences. Comprehensive interviews were conducted with 17 female superintendents serving during the 2022–2023, 2023–2024, and/or 2024–2025 academic years in the states of Idaho, Montana, Oregon, and Washington. Through phenomenological reduction, three overarching commonalities emerged: (a) barriers, (b) challenges, and (c) supporting factors. The findings illuminate how organizational, societal, and gendered influences interact to shape female leadership advancement toward assistant superintendent or superintendent roles. These cumulative and systemic forces underscore the critical role of mentorship, organizational structures, and systemic change in addressing persistent gender inequities in educational leadership.

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© Copyright 2026 Nicole Casper