Flukes, opportunities, and planned interventions: Factors affecting women's decisions to become school administrators

This, article presents the results of an exploratory study of women in educ ational administration that focused on women's decisions to enter education al administration. Findings suggest that the career aspirations of women wh o ultimately enter the field of educational administration are intricately related to their career commitments,, positional goals, and leadership orie ntations. Furthermore, although women who go into administration may have p ersonal characteristics that set them apart from, women who do not it also appears that at least three factors greatly affect women's entrance into ad ministration. their administrative role models, their exposure to transform ative leadership styles, and the endorsements and/or support that they rece ive.