Document Type : Research Paper
Authors
1 Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
2 Assistant Professor of Educational Administration Department of Kurdistan University
3 Faculty of Humanities and Social Sciences, Farhangian University of Kurdistan
Abstract
The present study aimed to identify the motivations and barriers women face in pursuing school management positions and to determine strategies that could facilitate this pathway. This research employed a qualitative approach with classical grounded theory as its methodology. The field of study focused on female teachers who were candidates for managerial positions in Kurdistan province's school. Using purposive sampling and based on the theoretical saturation principle, 18 participants were selected for the study. Data were collected through semi-structured interviews and analyzed via open coding and categorization. Research validity was ensured by adhering to the four criteria: Credibility, Dependability, Confirmability and Transformability. The findings revealed 241 open codes and 18 sub-concepts, which were categorized under three main themes: motivations, challenges, and strategies. The motivations included constructive innovation and transformation, personal growth and development, women's managerial competence, effective communication and collaboration, nurturing and developing students, and organizational justice and equality. The challenges highlighted societal stereotypes regarding women's management, lack of legal frameworks supporting women in management roles, role overload, women's resilience issues in managerial positions, unfair appointment practices, and lack of support from higher-level organizations. Finally, the strategies encompassed societal cultural development regarding women's managerial capabilities, provision of welfare facilities, merit-based appointments within a transparent process, and fostering a culture of gender equality.
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