Barriers to Women’s Leadership in Education: A Contemporary Exploration of Intersectionality and Cultural Expectations
Keywords:
Women leadership, Gendered stereotypes, Educational leadership, Structural biasAbstract
This study explores the persistent underrepresentation of women in senior leadership roles within the education sector, focusing on the interplay of intersectionality and cultural expectations as significant barriers. Using a systematic review of literature and thematic analysis, the research identifies key factors contributing to this phenomenon, including gendered stereotypes, disproportionate caregiving responsibilities, and structural biases within institutions. While strides have been made in addressing gender inequality, this paper argues that societal norms and institutional frameworks continue to hinder women's progression to top leadership positions. The findings aim to inform policies and practices that promote equitable opportunities for women in educational leadership globally.
References
Adams, D., Kutty, G. R., & Zabidi, Z. M. (2017). Educational leadership for the 21st century. International online Journal of educational leadership, 1(1), 1-4.
Bagacina, E., Kilag, O. K., Andrin, G., Vidal, E., Ondog, J., & Lopez, S. (2024). Digital Transformation in Numeracy Education: A Study on Teaching, Learning, and Leadership Perspectives. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 2(1), 133-143.
Bush, T., Middlewood, D., & Bell, L. (2019). Principles of educational leadership & management. Principles of Educational Leadership & Management, 1-408.
Beelen, J., & Dhert, S. (2009). UNESCO for teacher educators. In the Proceedings of the 19th Annual Conference of the European Teacher Education Network.
Day, C., Sammons, P., & Gorgen, K. (2020). Successful School Leadership. Education development trust.
Ghamrawi, N. (2023). Toward agenda 2030 in education: policies and practices for effective school leadership. Educational Research for Policy and Practice, 1-23.
IIEP-UNESCO. (2022). School Leadership for Resilient Education Systems: What Is the Role. Retrieved from https://edtlive.b-cdn.net/live/media/4x1lgucj/school-leadership-for-resilient-education-systems.pdf
Johnson, N. N. (2023). Stabilizing and Empowering Women in Higher Education: Aligning, Centering, and Building. In Stabilizing and Empowering Women in Higher Education: Realigning, Recentering, and Rebuilding (pp. 1-18). IGI Global.
Kilag, O. K. T., Tiongzon, B. D., Paragoso, S. D., Ompad, E. A., Bibon, M. B., Alvez, G. G. T., & Sasan, J. M. (2023). HIGH COMMITMENT WORK SYSTEM AND DISTRIBUTIVE LEADERSHIP ON EMPLOYEE PRODUCTIVE BEHAVIOR. Gospodarka i Innowacje., 36, 389-409.
Monternel, B., Kilag, O. K., & Restauro, G. (2023). Crisis Response and Employee Engagement: The Dynamics of Organizational Resilience with Fink's Model. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 279-291.
Mulford, B. (2003). School leaders: Changing roles and impact on teacher and school effectiveness (pp. 1-58). Education and Training Policy Division, Oecd.
Mushi, G. J., Massi, J. W., Mwema, R., & Mazana, M. Y. (2021). FACTORS CONTRIBUTING TO GENDER DISPARITIES IN LEADERSHIP POSITIONS: EVIDENCE FROM SOME SELECTED HIGHER LEARNING INSTITUTIONS IN TANZANIA: Gender, Inequality, Leadership positions, Higher learning Institutions, Usage of Information, Access to information. Business Education Journal, 7(2).
Piala, M., Kilag, O. K., Abella, J., Groenewald, E., Cordova Jr, N., & Tañiza, F. N. (2024). Building Capacity, Driving Impact: A Holistic Approach to School Leader Development. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 2(1), 25-35.
PricewaterhouseCoopers. (n.d.). Global M&A Industry Trends: 2023 Outlook. PwC. https://www.pwc.com/gx/en/services/deals/trends.html
Quebec Fuentes, S., & Jimerson, J. B. (2020). Role enactment and types of feedback: The influence of leadership content knowledge on instructional leadership efforts. Journal of Educational Supervision, 3(2), 6.
Qutub, H. (2021). Models of educational management and the implementation of change: a case study. International Journal of English Language Education, 9(2), 124.
Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO publishing.
Sasan, J. M., & kit Kilag, O. (2023). From Teacher to School Founder: A Practicum Journal on Dr. Francisca T. Uy's Educational Journey. Psychology and Education: A Multidisciplinary Journal, 13(2), 159-165.
Schleicher, A. (2015). Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative Approaches. International Summit on the Teaching Profession. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France.
Uy, F. T., Sasan, J. M., & Kilag, O. K. (2023). School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study. International Journal of Theory and Application in Elementary and Secondary School Education, 5(1), 44-62.
Veletić, J. (2023). Challenges and Opportunities in Measuring School Leadership: An analysis of data from the Teaching and Learning International Survey (TALIS).
Wilichowski, E. M. T., & Tracy, E. M. T. (2023). The School Leadership Crisis Part 1: Making Principals Work for Schools. World Bank Blogs. Retrieved from https://blogs.worldbank.org/education/school-leadership-crisis-part-1-making-principals-work-schools
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Joseph L. Torres, Osias Kit Kilag, Theresa A. Tacalan, Maricris T. Malagan, Kimberly A. Piñero (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
