Leadership Evolution:
A 27-Year Comparison of Female School Principals in New Jersey

A 1997 survey of nearly 200 New Jersey female public school PreK-12 principals, conducted as part of my doctoral research at Seton Hall University, yielded the following demographic profile:

• Caucasian.
• Married with children and nearing her 50^th birthday.
• Attended a public high school, state college/university for undergraduate and graduate school.
• Taught elementary school for approximately 14 years prior to becoming an administrator.
• Had nearly 11 years of administrative experience.

In the years since then, the number of women serving in school leadership positions nationwide continues to grow. According to the 2012 U.S. Department of Education Schools and Staff Survey Report, women made up 52% of public school principals at that time. Nearly ten years later, the National Center for Educational Statistics reported that 56% of all public school principals in the 2020–2021 school year were female.

At the time of the 1997 research study, I was a curriculum supervisor at the very beginning of my leadership journey. More than two decades later, I’ve been an award-winning elementary school principal, an assistant superintendent and superintendent in three high-performing New Jersey districts. Supporting and mentoring fellow female leaders has always been a passion, and I was curious to revisit my dissertation study.

After all, how many people have the chance to replicate their doctoral research after 27 years - a full generation later? It was an opportunity I couldn’t pass up. The results of the replicated survey, along with commentary on key differences between the two sets of data, are presented here.

My most recent survey of New Jersey female public school principals (2024) yielded this demographic profile:

• Caucasian.
• Between 41 and 50 years of age with an average age of 48.8 years.
• Married with children.
• Attended a public high school, state college/university for undergraduate and graduate school.
• Taught elementary, math/science, or special education for 6-10 years prior to becoming an administrator.
• Has 6-15 years of administrative experience.

While many of the demographics remained highly consistent with the earlier study, there are interesting differences between the two studies.

Interesting Shifts
A deeper look at the data revealed subtle shifts in the leadership profiles of female school principals.

Average Age 

The average age for female leaders has decreased slightly, dropping by one year from 1997 to 2024. A significant shift is noted in the percentage of female leaders under 40, increasing from 2% in 1997 to 10.3% in 2024, reflecting a trend of school leaders entering leadership roles at younger ages.

This trend in New Jersey is consistent with national trends that show the mean age of superintendents also appears to be dropping. A 2023-2024 AASA Superintendent Salary and Benefits Study (Christopher Tienken, editor) showed that the average superintendent age nationwide in 2022-2023 was 52 while the average superintendent age in 2023-2024 was 50.

Marital Status and Children 

There is an increase in the percentage of married female school principals. In 1997, 18.1% of respondents were single and 64.3% were married. Compare this to 2024 with 6% of respondents who were single and 79.2% who were married.

A large majority of female principals in 2024 are married (79.2%) with two children being the most common family structure (47%). Interestingly, in 1997, 31.4% of female principals had no children compared with 12.7% of female principals in 2024 with no children. This suggests a strong trend toward family life stability among these professionals. Compared to 1997, the proportion of single female principals has dropped from 18.1% to 6%, which could be indicative of changing social norms or professional expectations.

Ethnicity 

The female leadership group remained predominantly white (79.2%), though this has decreased from 87% in 1997. There is a noticeable increase in Hispanic representation, growing from 2.7% in 1997 to 10.7% in 2024. Representation for African American and Asian/Pacific Island principals has stayed relatively steady.

The increase in female school principals identifying as Hispanic is consistent with an increase in the percentage of Hispanic teachers in New Jersey. However, there was a slight decline in the proportion of Hispanic teachers between 2021–2022 and 2022–2023. In addition, the number of Black teachers declined substantially between 2013–2014 and 2022–23 (-10% or a loss of around 900 teachers). New Jersey’s Teacher Workforce Landscape: 2024 Annual Report

High School and College

A public high school education continues to be the norm for New Jersey female school principals. Nearly 70% in 1997 and nearly 84% in 2024 attended a public school. This may be reflective of the growing number of Catholic and parochial schools closing as enrollment declines and financial pressures mount. Most female principals in 2024 held an M.A./M.S. (79.2%) degree, with 17.4% holding an Ed.D. and a small number having a Ph.D. This reflects a high level of professional academic attainment and is consistent with data from 1997.

While public colleges and universities continue to be the school of choice for female school principals, the percentage of women attending a private university for graduate school has increased. This may be the result of better compensation packages for principals in the area of tuition reimbursement, as well as increased opportunities at out-of-state universities through online and hybrid options.

Parents’ Level of Education

One of the important findings in the 1997 study was the percentage of female principals whose parents had attained either an elementary (32.9% for fathers and 32% for mothers) or high school education (40.1% for fathers and 52.3% for mothers) as their culminating school experience. By 2024, these percentages decreased significantly. The percentage of parents completing elementary school only was reduced to 12.8% for fathers and 8.7% for mothers. The percentages for parents attaining a high school education only remained consistent. There were increases for both mothers and fathers attaining a B.A./B.S. degree and M.A./M.S. degree.

This change in parents’ level of education is consistent with overall increases in education levels. Consider that a female principal in 1997 with an average age approaching 50 would have been born in 1947 to parents who could have been born between 1917 and 1930. An education that culminated in elementary or high school was common at this time. Fast forward to 2024 where a female principal approaching 49 would have been born in 1975 to parents who could have been born between 1945 and 1958. A high school diploma would have been an appropriate level of education for individuals at this time, with many going directly into the workforce or military.

This significant decrease in female principals whose parents had a high school education or less (56% in 2024 compared to 73% in 1997) may highlight upward mobility trends within this group of female leaders. Most principals have high academic qualifications, and many come from families where education levels were relatively low, indicating personal academic advancement.

Years of Teaching and Leadership Experience

Female principals in the 2024 study spent fewer years teaching than their 1997 counterparts. In 1997, the highest percentage of female principals had 11-15 years of teaching experience prior to entering an administrative position. In fact, the typical New Jersey female principal would have been an elementary school teacher for approximately 14 years.

By 2024, the highest percentage of female principals had 6-10 years of teaching experience, indicating that women are entering school leadership positions with fewer years of teaching experience.

Additionally, whereas the majority of female principals (58.9%) in 1997 had been elementary school teachers earlier in their careers, the current survey shows that elementary school teaching experience is still strong at 48.3%, and that math, science, and special education teaching experience is increasing among female school principals. The most common subject area among these principals was elementary education (48.3%), although this has decreased from 58.9% in 1997. Specializations in math/science and special education have seen a relative increase, suggesting a shift toward these crucial areas.

The typical New Jersey female principal had approximately 11 years of leadership experience in 1997. By 2024, the majority of principals have between 6-15 years of administrative experience (56%) and averaged 12 years of leadership experience.

Not only are New Jersey female principals a slightly younger and more experienced group than their 1997 counterparts, they also are moving away from the traditional elementary school setting where most female principals are found. In 1997, nearly 78% of New Jersey female principals were leading elementary schools. By 2024, this percentage had decreased to 67.6% -- and the percentages for women leading middle schools nearly doubled. Women leading high schools also increased from 11.1% in 1997 to 14.2% in 2023.

Why This Matters

In 2023, the National Center for Educational Statistics reported that 56% of all public school principals in the 2020–2021 school year were female.

The school principal position is a common pathway to serving as a school superintendent. Principals know how to juggle multiple priorities, communicate effectively with a broad constituency, develop and manage a budget, handle personnel matters and address district goals - all while maintaining a keen focus on teaching and learning.

In understanding the experience levels and demographics of female principals, it becomes easier to support them in their pursuit of superintendent and assistant superintendent positions. A principalship does not need to be the culminating leadership position in a woman’s career, particularly when she enters the principal position at a younger age.

Acting Commissioner Kevin Dehmer reported at the New Jersey Women’s Leadership Conference in 2024 that 36% of New Jersey superintendents were female, which is 8% more than the national average. In our work to increase the percentage of female superintendents, the real work must be in encouraging more women to enter the principalship or other high-level supervisory and administrative positions. This is the pool from which superintendent candidates are drawn, and the more women working in this arena, the better their chances for being considered for that top position.

Be on the lookout for emerging female leaders in your school community and consider the leadership experiences that will enrich their potential. Encourage your fellow administrators to include teachers on committee work, in presentations to the board of education and in regular conversations about career path, finance, student achievement and other high-level topics. Women are more apt to have the confidence to pursue leadership positions if they know their supervisors support them and think them capable of such work.

Conclusion

The findings of this study offer a compelling snapshot of the evolving demographics, experiences and trajectories of female public school principals in New Jersey over the past 27 years. While many characteristics remain consistent — such as the predominance of Caucasian principals and their educational paths through public high schools and state universities — subtle but significant shifts have emerged. These include a slightly younger average age of principals, an increased presence of women entering leadership roles earlier in their careers and greater representation in non-elementary school settings.

The changes observed in marital status, ethnicity and parental education levels further illustrate broader societal trends. A marked increase in married principals and a reduction in the proportion of those without children may reflect shifts in work-life balance expectations and norms. Further, the rise in Hispanic representation and the steady presence of other minority groups suggest incremental progress toward greater diversity in school leadership. The upward mobility evident in the increased educational attainment of principals’ parents highlights the continued importance of education as a pathway to professional advancement.

This longitudinal replication study underscores the enduring challenges and opportunities for female leaders in education. Despite gains, such as earlier access to leadership roles and diversification of teaching backgrounds, there remains work to be done in fostering greater racial and ethnic diversity and addressing systemic barriers that may inhibit broader representation. Moreover, the movement of female principals into middle and high school leadership roles reflects a positive trend toward breaking traditional gendered leadership patterns in education.

Ultimately, this research contributes to our understanding of how demographic and professional landscapes in educational leadership evolve over time. It also emphasizes the importance of sustained efforts to mentor and support future generations of female leaders, ensuring that pathways to leadership remain accessible, equitable and reflective of the diverse student populations they serve.