Allameh Tabataba’i University Educational Leadership Research 3115-9427 9 33 2025 03 21 Women on the Path to School Management Positions: Motivations & Challenges Women on the Path to School Management Positions: Motivations & Challenges 141 165 18363 10.22054/jrlat.2024.82024.1788 FA Parastoo Ahmad Heidari Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan. 0009-0005-6409-8814 Seyyed Jamal Barkhoda Assistant Professor, Department of Educational Management, Faculty of Humanities and Social Sciences, University of Kurdistan. 0000-0002-2876-7591 Khalil Zandi Assistant Professor, Department of Educational Management, Farhangian University, Tehran, Iran. 0000-0002-7532-6529 Journal Article 2024 09 18 <span>The present study aimed to explore the motivations and barriers faced by women in their pursuit of school management positions. This research employed a qualitative approach using the classic grounded theory strategy. The study population consisted of female teachers applying for managerial positions who had participated in the selection and appointment process for school principals in Kurdistan Province. Through purposive sampling and based on the principle of theoretical saturation, 18 participants were selected. Data were collected via semi-structured interviews and analyzed using open coding and categorization. The credibility of the research was ensured by adhering to the four criteria of credibility, dependability, confirmability, and transferability. Findings revealed 200 open codes and 12 subcategories, which were grouped under two main categories: motivations and challenges. The motivations included innovation and constructive transformation, personal growth and development, female leadership and empowerment, effective communication and collaboration, student development, and organizational justice and equality. The challenges encompassed negative societal perceptions of female leadership, lack of legal frameworks supporting women's managerial roles, role overload, perceived lack of resilience among women in managerial positions, gender-based discrimination in managerial appointments, and insufficient support from higher organizational authorities.</span> <span>The present study aimed to explore the motivations and barriers faced by women in their pursuit of school management positions. This research employed a qualitative approach using the classic grounded theory strategy. The study population consisted of female teachers applying for managerial positions who had participated in the selection and appointment process for school principals in Kurdistan Province. Through purposive sampling and based on the principle of theoretical saturation, 18 participants were selected. Data were collected via semi-structured interviews and analyzed using open coding and categorization. The credibility of the research was ensured by adhering to the four criteria of credibility, dependability, confirmability, and transferability. Findings revealed 200 open codes and 12 subcategories, which were grouped under two main categories: motivations and challenges. The motivations included innovation and constructive transformation, personal growth and development, female leadership and empowerment, effective communication and collaboration, student development, and organizational justice and equality. The challenges encompassed negative societal perceptions of female leadership, lack of legal frameworks supporting women's managerial roles, role overload, perceived lack of resilience among women in managerial positions, gender-based discrimination in managerial appointments, and insufficient support from higher organizational authorities.</span> https://jrlat.atu.ac.ir/article_18363_0029f088c57ad3b6ec589f9ba4f7a057.pdf