A RESEARCH ON THE MEDIA WAYS: LEARNING CHOICES, LIFE INCIDENTS, AND READING ROUTINES OF WOMEN IN SUPERVISION ROLES IN THEIR HIGHER EDUCATION

Abstract

Despite the challenges of balancing their professional and home lives, women in leadership roles within higher education nonetheless allocate time for reading in both domains. This research use grounded theory coding, focus groups, and grounded theory methods to examine the reading habits of women in leadership roles within higher education. It examines the distinction between reading for enjoyment and reading for professional purposes, as well as the impact of recreational reading on work-life balance. This study aims to identify the sources of reading recommendations for women academic leaders and the content of their reading materials. The study examines the reading habits and preferences of women from elementary school through college and graduate school, extending into their present lives, including the onset of any early passion for reading. Reading has impacted women in several facets of their lives, both professionally and personally, and the study further explores how this has shaped their current leadership roles in higher education. This study will offer curriculum improvements to assist young women in attaining leadership positions and maintaining a good work-life balance thereafter. This study aims to analyze, using several criteria, the media literacy and reading habits of education faculty members. The researchers aimed to ascertain the association between children's media literacy and their reading duration, academic performance, social media use, GPAs, and parental education levels.