Abstract
The purpose of this study was to explore the way twelve female leaders in English Language Teaching (ELT) in Latin America have lived their leadership roles in relation to their identity as transformational female leaders. This qualitative multiple-case study used a cross-case analysis to find the similarities and differences among the different leadership cases identified among the participants through a questionnaire during the fall of 2019. The participants were chosen for their active participation and for playing a relevant leadership role, either in their local educational contexts or in their English Language Teaching Associations (ELTAs). The group of participants shared their views on their Latin identity, leadership, female collaboration, role modeling, and female support networks. Among the most relevant findings was that female leadership identity is still a challenge and a matter of perseverance and hard work. The obstacles the participants (or female leaders) still face are gender stereotypes, cultural stereotypes, and gender roles. However, ELT female leaders in Latin America want to use their skills and capacities to lead in their challenging and caring Latin-American ways.
Published Version
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