Highly Valued Women: Their Influence on the Professional Development of Female College Teachers

Abstract

This study explores how highly valued women—mentors, role models, and colleagues—shape the professional growth of female college faculty members and how women see their own value in academia. The problem addressed is the limited understanding of how women develop their professional identity, confidence, and engagement through the support and influence of other women. The main objective is to examine the relationship between the influence of highly valued women, women’s participation in professional development, and their perceived value in the academic field. The study used a descriptive-correlational design with 36 respondents from three academic departments, and the data were analyzed using Spearman’s rho. Results showed that female faculty members encountered few gender-related barriers, were highly engaged in professional development, and viewed themselves as valuable contributors to their institutions. The findings also revealed that highly valued women had a strong influence on shaping professional identity and self-worth, although their effect on participation in development activities was less direct. These insights suggest that mentorship and role models are powerful in building women’s confidence, while other institutional and personal factors may motivate their active involvement in development programs. Drawing from Relational-Cultural Theory, Feminist Theory, and Social Learning Theory, the study underscores the role of supportive relationships in women’s academic journeys. For universities and policymakers, the results highlight the need for leadership forums, mentoring systems, and fair, inclusive professional development opportunities that provide women with the space to grow, lead, and contribute meaningfully to higher education.