Women’s Leadership in School Education: Barriers and Opportunities in Karachi, Sindh

Abstract

School education is the basic foundation for shaping the holistic education of children. This qualitative study investigates Women's Leadership in School Education in Karachi, focusing on barriers and opportunities for female principals in Government Primary Schools. Utilizing a constructivist qualitative approach with a phenomenological design, data was collected through interviews and document analysis. Thematic analysis of the data revealed a multifaceted landscape: persistent gender discrimination and harassment, the challenge of work-life balance, cultural norms impacting diversity promotion, and gender stereotypes shaping experiences. The study underscores the importance of raising awareness about girls' education and its transformative potential, driven by a shared belief in empowerment through education. It highlights the resilience and dedication of women principals advocating for change and recognizing girls' education as a catalyst for societal transformation. In response, the study recommends providing equitable resources and support structures to enable female educational leaders to champion social justice and overcome barriers, ultimately promoting equal educational opportunities for all.