Minorities are also quite resilient, with a “never say die” spirit which helps them overcome many of the difficulties that they face in their lives and work. Both women and minorities are quite assertive and they know how to stand up for what is right. The K12 education system needs leaders who are resilient enough not to give in to the challenges that come with managing educational institutions. K12 leadership also needs people who are assertive; those who can ensure that the system runs in accordance with the law.
The theoretical foundation of this project will be “A woman leader can be like the sea horse. She may wobble occasionally after being besieged by the lionfish, but she regains her momentum and remains determined and aloft and swims upright – upstream” (Byers-Pevitts, 2006). Byers-Pevitts means that women cannot be discouraged by any kind of difficulty that they might face. They know how to deal with these difficulties and come out even stronger. Carter (2008) and Page (2004) affirm that women are well suited to carry out more effective K12 leadership as compared to their male counterparts during conflicts. Some researchers have also found out that involving minorities in K12 leadership would help foster some sense of oneness and cultural understanding in an institution.
Since the sample size will be a big one, I will use questionnaires since they are cheaper and quicker to administer. The questionnaires are also quite easy to quantify. The interviews will help me get more quality data. They will also help me gain rapport with the interviewees. I will also get an understanding of the respondent’s views from observing their behavior.
The purpose of my research is to analyze how effective women and minorities can be in K12 leadership roles. I will use primary and secondary data to show that these two groups