Year: 2025
Type: article
Abstract: Women’s leadership in education is a critical factor in fostering institutional innovation, equity, and sustainable development. Despite growing global advocacy for gender-inclusive leadership, systemic barriers such as gender bias, socio-cultural restrictions, institutional discrimination, and digital exclusion continue to hinder women’s progression to senior leadership roles. This review synthesizes interdisciplinary perspectives, leadership theories, and empirical research to critically examine the complex challenges that women encounter in educational leadership. It also evaluates the effectiveness of policy interventions, including gender quotas, mentorship programs, and AI-driven hiring practices, in promoting leadership equity. While transformative policies and digital advancements have expanded opportunities, challenges such as algorithmic bias in leadership selection, inadequate access to leadership training, and underrepresentation of women from marginalized communities remain unresolved. Findings suggest that a multi-stakeholder approach integrating systemic policy reforms, institutional culture shifts, and digital inclusion strategies is essential for achieving gender-equitable leadership in education. By addressing these barriers, educational institutions can advance Sustainable Development Goals (SDG 4: Quality Education & SDG 5: Gender Equality), fostering a more inclusive and resilient education system. The study concludes with actionable recommendations for policymakers, academic institutions, and researchers to accelerate progress toward sustainable, gender-inclusive leadership models in education.
Author: Gagandeep Singh
Institution: CT Group Of Institutions
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4411312594