Career Advancement of Female Principals in Public Schools in China

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.