Potential Obstacles Hindering the Progression of Women into Leadership Roles within the Field of Education


  • Shazia Kausar Kausar The University of Faisalabad
  • Faiza Abdul Hafeez Government College University, Faisalabad
  • Samsoon Anwar The University of Faisalabad




Leadership, Culture, Women, Obstacles


This study's goal was to uncover the problems and barriers that prevent women from advancing to leadership roles in the educational sector. Females have greater prominence throughout various domains of education; however, their representation in upper echelons of leadership remains disproportionately low. While the number of female educators is abundant, there exists a dearth of female leaders in the field. A total of 140 respondents from various institutions were chosen for the study and were given questionnaires. 12 female academics were specifically chosen for extensive interviews. The aim for the research is to investigate and evaluate the many barriers and challenges that can prevent the progression of women into leadership roles in the field of education. The research findings indicate that women encounter inequitable treatment, have diminished self-assurance because of their social and cultural surroundings, and confront biased perceptions, prejudices, discriminatory practices, and onerous personal and professional expectations in relation to leadership roles. The presence of robust socialization, familial support, the utilization of domestic staff, and the provision of guidance contribute significantly to their professional success. To enhance their prominence in the realm of higher educational leadership, women ought to employ culturally sensitive strategies to manage instances of discrimination, while also actively disseminating their achievements to fellow women.




How to Cite

Kausar, S. K., Faiza Abdul Hafeez, F., & Anwar, S. (2024). Potential Obstacles Hindering the Progression of Women into Leadership Roles within the Field of Education. Journal of Contemporary Trends and Issues in Education, 3(2), 1–23. https://doi.org/10.55628/jctie.v3i2.107