Women School Administrators’ Experiences of Sustainable Leadership: A Qualitative Inquiry into Leadership Practices, Challenges, and Resilience

Abstract

This study aims to explore women school administrators’ experiences of sustainable leadership by examining how they define sustainable leadership, the leadership practices they adopt, the challenges they encounter, the resilience strategies they employ, and their perspectives on the future of educational management. The study was conducted using a qualitative case study design. The participants consisted of 23 women school administrators working in the provinces of Manisa and Hakkâri, Türkiye. Data were collected through semi-structured interviews and analyzed using content analysis. The findings revealed that women school administrators primarily perceived sustainable leadership as a future-oriented leadership approach that emphasizes building a strong organizational culture, continuously improving the quality of education, and adopting a human-centered management philosophy. Sustainable leadership practices were found to revolve around collaboration, stakeholder participation, supporting teachers’ professional development, the effective use of school resources, empathy, and inclusive leadership. However, participants also reported significant challenges in implementing sustainable leadership, including traditional gender roles, work–life balance difficulties, limited access to leadership positions, and the perceived preference for male leadership. To overcome these challenges, participants emphasized continuous professional development, collaboration, strong communication networks, fair decision-making, emotional regulation, and maintaining work–life balance as key resilience strategies. Furthermore, they envisioned the future of educational management as being shaped by leadership approaches that are inclusive, collaborative, empathetic, innovative, and adaptable to change.