Invisible leaders? Reviewing contemporary evidence about women leaders in education

Alma Harris*, Nashwa Ismail, Michelle Jones, Cecilia Azorín, Julia Longville

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

Abstract

This article reports the findings from a review of the scholarly literature concerning women leaders in education. The PRISMA approach was used to review the contemporary evidence (2014-2024) and 30 articles were identified that fully met the inclusion and exclusion criteria set for the review. A thematic analysis of the selected articles was undertaken, and five main themes emerged. Results suggest that the under-representation of women in leadership roles and the barriers that women face in securing leadership positions remain dominant within the contemporary evidential base. The review findings suggest that women are still likely to encounter complex, inter-related discriminatory challenges when seeking a leadership post. The review findings also highlight that such challenges are well documented in evidence spanning over 30 years. Finally, the article suggests that the use of more sophisticated methodological approaches, including more longitudinal research studies of women leaders (both aspiring and in post), would add significant value to the knowledge base.

Original languageEnglish
Pages (from-to)523-546
Number of pages24
JournalSchool Leadership and Management
Volume44
Issue number5
DOIs
Publication statusPublished - 17 Oct 2024

Keywords

  • Educational leadership
  • Women in education
  • Women leaders

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